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A NEW METHOD 






iNGLISH ANALYSIS 






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UNITED STATES OF AMERICA. 



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A NEW METHOD 



ENGLISH ANALYSIS 



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By CHAS. P. CURD, A.M., 

Instructor in Latin, and English Literature, in Smith Academy, 
Washington University. 






1° 



^ 






ST. LOUIS : 
AMERICAN SCHOOL BOOK CO- 






Entered according to Act of Congress, in the year 1883, by 

C. P. CURD, 
In the Office of the Librarian of Congress, at Washington, 



PKEFACE. 



This book like many others has grown out of practical 
work in the class-room. It presupposes a knowledge of 
Grammar which it is intended to follow. Its plan is in- 
ductive. Its objects are to aid in the correct use of Eng- 
lish and to prepare pupils for the study of other 
languages. 

The author has endeavored to follow the spirit of the 
times to avoid as much as possible the learning of defini- 
tions by rote. Written exercises upon details, rules, dia- 
grams, and symbols, have been excluded ; for while each 
of these, no doubt, has its advantages, they are all more 
or less wasteful of time and energy. The employment of 
arbitrary distinctions has been avoided as far as possible. 

Special consideration is asked for the exercises, called 
written work for next lesson. They involve little more 
than the mere transcribing of the sentences. Their 
objects are twofold: First, to spare pupils the tedium 
of writing the details of analyses, and of making 
diagrams ; second to secure outside of the class-room, 
study upon sentences. In the first part of the book, 



IV PREFACE. 

these exercises are used to ascertain, to what extent pupils 
are able to apply the teachings of former lessons. Further 
on, they are intended to enforce previous study upon the 
sentences to be analyzed in class. A part of their benefit 
accrues to teachers, who may examine them almost at a 
glance, without the amount of labor generally attendant 
upon the correction of written exercises. The same sys- 
tem of marking sentences has been found of great service 
as a blackboard exercise in the recitation room. 

While the sentences throughout the book have been se- 
lected with careful regard to the grammatical points in- 
volved, there has been an effort to find these constructions 
in sentences, valuable for the sentiments they contain. At 
the age, when studies like this are pursued, the mind is in 
that pliant condition which readily grasps, and long retains 
the things forcibly presented to it. Hence the author 
hopes, that while learning English constructions, those who 
use this book may acquire a fund of quotations which 
shall endure after the technical teachings of the study 
shall have been forgotten. 

Verbal changes in the quotations used have been freely 

made, whenever it has been found an advantage to the 

grammatical constructions under consideration. 

Smith Academy, 
June 15th, 1883, 



Lesson I. 
II. 



III. 
IV. 



V.— 

VI.- 

VII. 

VIII. 

IX. 

X. 

XL 

XII. 

XIII. 

XIV. 

XV. 

XVI. 

XVII.- 
XVIII. — 
XIX.— 

XX.— 

XXL — 

XXII.— 

XXIII.— 

XXIV. — 

XXV.— 

XXVI.— 

XXVII. — 

XXVIII. — 

XXIX.— 



CONTENTS. 

Subject, Predicate, Proposition, and Sen- 
tence . ... 
Analysis. Sentences Considered in Kef 
erences to their Form . 

Connectives 

Sentences in Reference to their Con 

struction 

Sentences in References to their Compo 

nent Parts 

-Modifiers . . . . . 
■ The Elements in Sentences 
-Classification of Elements 

- Bases of Elements .... 

- Construction of Eirst Class Elements 

- Construction of Second Class Elements 

- Construction of Third Class Elements 
■Table of Elements .... 

- Models for Analyzing Simple Sentences 

- Substantives 

- Subjects, Predicates, Attributes, Copu- 
las and Auxiliaries . 

•Attributes .... 

- Copulative Verbs 

-Interjections, Independent Phrases, and 
Compellatives 

Nouns in Apposition as Bases. Posses 

sive Nouns and Pronouns as Bases 
Participles. Verbal Nouns . 
Objective Elements . 
Compound Subjects and Predicates 
Expletives .... 
Objective Subjects . 
Nominative Absolutes 
Important Constructions 
Simple Sentences . 
Simple Sentences . 

fv) 



Pages. 

1 



12 



16 
19 
23 
26 
28 
31 
34 
37 
41 
45 



59 

62 

65 

69 
73 
78 
82 
85 
89 
93 
97 
99 
101 



VI 

Lesson XXX. 
XXXI.- 
XXXII. - 

XXXIII. - 

XXXIV. - 
XXX V. - 

XXXVI. - 
XXXVII. - 
XXXVIII. 

XXXIX. 

XL.- 
XLI. 
XLII. 
XLIII. 

XLIV. - 

XLV.- 

XLVI.- 

XLVIL- 

XLVIIL- 

XLIX.- 

L.- 

LL- 

LIL- 
LIII. - 
LIV.- 

LV.— 

LVI. 

LVII. 

LVIII. 

LIX. 
LX. 



TABLE OF CONTENTS. 

Simple Sentences 
Simple Sentences 
Simple Sentences 
Simple Sentences 
Simple Sentences 
Simple Sentences 
Simple Sentences 
Simple Sentences 
Complex Sentences. Models for An 

alyzing them . . . 
Clauses as Subjects . 
Clauses as Subjects; with Expletives 
Clauses as Attributes . 
■Clauses as Adjectives 
Clauses as Substantatives in Apposi- 
tion . 
Clauses as Objects, of Verbs and Par 

ticiples 

Clauses as Objects of Propositions 
Clauses as Objective Subjects . 
Adverbial Clauses Denoting Cause 
Adverbial Clauses Denoting Manner 
Adverbial Clauses Denoting Place 
Adverbial Clauses Denoting Time 
Adverbial Clauses Denoting Purpose 

or Result .... 

Adverbial Clauses Denoting Conces 

sion 

Adverbial Clauses Denoting Condi 

tion 

Adverbial Clauses Denoting Compari 

son 

Sentences with Two or More Inde 

pendent Clauses 
Complex Subordinate Clauses . 
Complex Sentences 
Complex Sentences 
Complex Sentences 
Compound Sentences . 



PAGES. 

103 
105 
107 
109 
111 
113 
115 
117 

119 
124 
127 
130 
133 

137 

141 
145 
149 
152 
155 
157 
159 

161 

163 

166 

168 

170 
173 
177 

179 
181 
183 






ANALYSIS 

OF THE 

ENGLISH LANGUAGE. 



LESSON I. 



SUBJECT, PKEDICATE, PBOPOSITION, AND SENTENCE. 

1. The subject of any proposition is that of which 
something is affirmed ; as, The rain falls. The kiiig will 
not consent. 

2. The predicate of any proposition is that which 
is affirmed of the subject; as, The rain falls. The king 
will not consent. 

3. A proposition is a combination of words forming a 
statement, and containing its own subject and predicate ; 
as, which arrived yesterday. He is alone on the boat. 

4. A proposition may be principal or subordinate. 

5. A proposition is said to be principal, or inde- 
pendent, when it makes complete sense by itself ; as, He 
is alone on the boat. He is alone on the boat which arrived 
yesterday. I am contented, but thou art unhappy. (Both 
propositions principal.) 

6. A proposition is said to be subordinate, or 
dependent, when it does not make complete sense b} r 

(i) 



2 ENGLISH ANALYSIS. 

itself; as, which arrived yesterday. He is alone on 
the boat which arrived yesterday. 

7. A proposition may, therefore, be an entire sentence, 
or it may be a clause in a sentence, either a principal or 
a subordinate clause. 

Examples : — 

A proposition as an entire sentence : We shall 
all come. 

A proposition as a principal clause : We shall all 
come after the sun has set. 

A proposition as a subordinate clause : We 
shall all come after the sun has set. 

8. A sentence is a combination of words containing 
a complete thought expressed by one independent proposi- 
tion, or by a combination of propositions, at least one of 
which is independent or principal. 

Examples : — 

A sentence expressed by one independent 
proposition : Cicero was consul. 

A sentence expressed by a combination of 
propositions, one being subordinate : The soldiers 
waited until the ships could assemble. 

9. In the following sentences point out, — 

(1.) The principal and subordinate proposi- 
tions. 

(2.) The subjects and predicates in the propo- 
sitions — 

(1.) All those things which are now of great an- 
tiquity, were once new. 



PROPOSITIONS. ' O 

(2. ) She was gazing upon a world which she scarcely 
knew. 

(3.) A lavish planet reigned, when she was born. 

(4.) We rise in glory, as we sink in pride. 

(5.) Where boasting begins, there dignity ends. 

(6.) With every change, his features played, 
As aspens show the light and shade. 

(7.) To business that we love, we rise betime, 
And go to it with delight. 

(8.) If thou be pure as snow, thou shalt not escape 
calumny. 

(9.) Some men are fitter for a dark corner, than 
they are for a full light. 

(10.) You are no surer, than is the coal of fire 
upon the ice. 

(11.) The most trifling actions that affect a man's 
credit, are to be regarded. 

(12.) Whatever disgrace we have merited, it is 
almost always in our power to reestablish our repu- 
tation. 

(13.) Those that do teach young babes, 

Do it with gentle means and easy tasks. 

(14.) Thy tears must flow as mine have flowed. 

(15.) The river will make- its own bed better than 
you can. 

(16.) Speak less than thou kno west, 

(17.) Lend less than thou owest. 

(18.) That thou art happy, owe to God. 
(19.) Trust not him that hath once broken his 
faith. 

(20.) Speak little and well, if you wish to be con- 
sidered as possessing merit. 



4 ENGLISH ANALYSIS. 

10. Questions on Lesson I. — What is the subject 
of a proposition? The predicate ? In the example, The 
rain falls, .what is the subject? What is the predicate ? 
What is a. proposition? What elements must every 
proposition contain ? What two kinds of propositions 
are there? When is a proposition said to be principal? 
When subordinate? How many propositions are con- 
tained in the sentence, He is alone on the boat, which 
arrived yesterday '? Which one is principal? Why? 
Which one is. subordinate ? Why ? May a proposition 
be, itself, an entire sentence? Give an example. In 
the examples given in (5) and (7) point out the pro- 
positions. State which are subordinate and which 
principal. What is a sentence? Give an example of 
a sentence with a single proposition. Of a sentence 
with two propositions, one being subordinate to the other. 

11. Written Exercise for Next Lesson. — 

Write ten sentences, each containing a principal and 
a subordinate proposition. 

(1.) Enclose the subordinate propositions in paren- 
theses. 

(2.) Underscore the subjects and predicates in the 
principal clauses. 

(3.) Overscore the subjects and predicates in the sub- 
ordinate clauses. 

Tnus, 



He is alone on the boat (which arrived yesterday). 
His hearers often weep (while he is speaking). 



All declared (that such a journey would be pleasing). 

Note.— These sentences should be made by the pupils, or selected from 
other books, as the teacher may direct. 



FORM OF SENTENCES. 



LESSON II. 



ANALYSIS. SENTENCES CONSIDERED IN REFERENCE 
TO THEIR FORM. 

12. Analysis is the consideration of sentences, first, 
as wholes in reference to their form and construction ; 
second, in reference to the construction, use and form of 
their component parts. 

13. As a "whole a sentence is considered, 
1st, in reference to its form ; 

2d, in reference to its construction. 

14. Considered as wholes in reference to their 
form, there are four kinds of sentences, as follows : — ■ 

(1.) The declarative sentence, which makes a 
declaration ; as, His grandfather was Lionel. 

(2.) The interrogative sentence, which asks a 
question; as, Have you perused the letters from the 
Duke? 

(3.) The imperative sentence, which contains a 
command ; as, Speak to thy mother, boy. 

(4.) The exclamatory sentence, which contains 
an exclamation; as, Ah! That thy father had been so 
resolved! 



6 ENGLISH ANALYSIS. 

15. In the following sentences, state what kind each 
one is in reference to its form. 

(1.) The curfew tolls the knell of parting day. 

(2.) Haste thee, Nymph, and bring with thee Jest 
and youthful Jollity. 

(3.) Hardly a cottage chimney smokes from between 
aged elms. 

(4.) God bless your Grace with health and happy 
days. 

(5.) Pitchers have ears. 

(6.) What sayest thou, Henry, wilt thou yield the 
crown ? 

(7.) Go rate thy minions, proud, insulting boy! 

(8.) Let his shames quickly drive him to Rome. 

(9.) God grant us patience. 

(10.) Why do people love you? 

(11.) You pay a great deal too dear for what's 
given freely. 

(12.) Go, play, boy, play. 

(13.) A sad tale is best for winter. 

(14.) Sir, let me be so bold, as to ask you, did you 
ever yet see Baptista's daughter? 

(15.) Vfhat ! This gentleman will out-talk us all ! 

(16.) Imitation is the sincerest of flattery. 

(17.) Still seems it strange, that thou shouldn't live 
forever? 

(18.) What traitors we are! 

(19.) Take heed of jesting, for many have been 
ruined by it. 

(20. ) Gods ! Can a Roman senate long debate which 
of the two to chose, slavery or death? 



FORM OF SENTENCES. 7 

16. Questions on Lesson II. — What is analysis ? 
In what two ways is a sentence considered? As a whole, 
in what two ways is a sentence considered? As wholes, 
in reference to their form, what four kinds of sentences 
are there ? Name them. What is a declarative sentence ? 
Give an example. What is an interrogative sentence? 
Give an example. What is an imperative sentence? 
Give an example. What is an exclamatory sentence? 
Give an example. 

17. Written Work for Next Lesson. — 
(1.) Write eight sentences, two of each kind. — 

Declarative, interrogative, imperative, and exclamatory. 
(2.) State on the margin, what kind each one is, 
thus, 

Speak to thy mother, boy. Imperative. 

Note. — Sentences may be mixed in form. The subordinate clauses 
may differ in form from the principal clauses. In analyzing, give the 
form of the principal clause to the entire sentence, merely mentioning 
that of the subordinate clause when it is reached in the course of 
the analysis. For example, in the sentence, I said to him, " when shall I 
return the book? " the subordinate clause, when shall I return the book, is 
interrogative, but the principal clause is a mere declaration. The 
sentence is, therefore, said to be declarative with an Interrogative, 
dependent clause. Sentence (14) in Lesson II., paragraph (15) is an 
excellent illustration of this same principle. It is an imperative sentence, 
whose subordinate clause is interrogative. 



ENGLISH ANALYSIS. 



LESSON III. 



COTOECTIYES. 



18. A conjunction is a word which serves to connect 
words, phrases, or propositions, (i.e., elements), and is 
sometimes called a connective ; as, She speaks poniards 
and every word stabs. Thoughts are but dreams, till 
their effects be tried. A just and reasonable modesty. 

19. Conjunctions are divided into two kinds, 

Subordinate and 
Coordinate. 

20. Subordinate conjunctions serve to connect 
dependent to principal propositions ; as, Virtue itself 
offends, when it is coupled with forbidding manners. 

21. Coordinate conjunctions serve to connect 
elements which are equally important, and mutually 
independent of each other; as, Pale and wan as ashes 
was his look. Beware of entrance to a quarrel, but being 
in, bear it. 

22. Relative pronouns often serve as subordinate 
conjunctions, while performing the ordinary offices of 
pronouns ; as, I consider that man to be undone who is 
insensible to shame. 



CONNECTIVES. 9 

Note. — Who is not only a relative pronoun, and the subject of the sub- 
ordinate proposition in this sentence, but it serves also to connect that 
proposition to the principal proposition. 

23. Some conjunctions, such as either, neither, nor and 
and both, serve to mark more forcibly the connection ex- 
pressed by some other conjunction ; as, He is both friend 
and foe. 

Note. — Both is an emphatic conjunct-ion, and serves to mark more 
forcibly the connection expressed by and between/riend and/oe. 

24. In the following sentences, state according to the 
MODEL given below, 

(1.) What kind of a sentence each one is as a 
whole, in reference to its form. 

(2.) Point out the different propositions, and 
state which are principal and which subordinate. 

(3.) Point out the different connectives, and 
state whether 
coordinate, subordinate, relative, or emphatic. 

MODEL. — All orators are dumb, when beauty pleadeth. 
(1.) A declarative sentence with two propositions. 
(2.) All orators are dumb. Principal proposition. 
(3.) when beauty pleadeth. Subordinate proposi- 
tion. 

(4.) When is & conjunction. Subordinate. 

25. (1.) Deliberate with caution, but act with care. 
(2.) In this world, the fondest and the best 

Are the most tried, most troubled and dis- 
tressed. 
(3.) He who can take advice, is sometimes superior 
to him who can give it. 

(4.) Learn to live well, or fairly make your will. 



10 ENGLISH ANALYSIS. 

(5.) What are the aims which are at the same time 
duties ? 

(6.) He who surpasses or subdues mankind, 

Must look down on the hate of those below. 

(7.) Fret, till your proud heart break. 

(8.) The man of thought strikes deepest, and strikes 
safely. 

(9.) Angry and choleric men are as ungrateful and 
unsociable, as are thunder and lightening. 

(10.) If thou wouldst be borne with, bear with 
others. 

(11.) The mind, I sway by, and the heart, I bear, 

Shall never sagg with doubt, nor shake with 
fear. 

(12.) Be thou familiar, but by no means vulgar. 

(13.) Such characters neither do good nor evil, but 
they are in the way of both the good and the evil 
doers. 

(14.) Oh! It is excellent to have a giant's strength, 
but it is tyrannous to use it like a giant. 

(15.) Weep I cannot, but my heart bleeds. 

(16.) Pride goeth before destruction, and a haughty 
spirit before a fall. 

(17.) A primrose by a river's brim, 
A yellow primrose was to him, 
And it was nothing more. 

(18.) A man who could make so vile a pun would 
not scruple to pick a pocket. 

(19.) Never leave that till to-morrow which you 
can do to-day. 

(20.) Our remedies oft in ourselves do lie, which we 
ascribe to others. 



CONNECTIVES. 11 

26. Questions on Lesson III. — What is a con- 
junction? By what other name is it sometimes called? 
In analyzing, what general kinds of conjunctions are 
there? What is a subordinate conjunction? Give an 
example, and point out the subordinate conjunction. 
What is a coordinate conjunction? Give an example, 
and point out the coordinate conjunction. What other 
part of speech often serves as a connective ? Give an 
example, and explain the use of the word. What other 
kind of connective sometimes occurs? Give an example 
and explain the use of the emphatic conjunction. Name 
some emphatic conjunctions. 

Wote.—In Analysis, it is not considered important to make distinctions, 
further than the primary division, i. e., coordinate and subordinate con- 
junctions. The coordinate conjunctions are divided according to their 
use into five kinds. Their purpose is to connect similar constructions. 
They are very generally called copulative, disjunctive, adversative, illative, 
and causal. Copulative conjunctions denote union; disjunctive conjunc- 
tions denote separation; adversative conjunctions denote contrast or oppo- 
sition; illative conjunctions denote inference, and causal conjunctions 
denote cause. Subordinate conjunctions are used to connect dissimilar 
constructions. They usually take their names from the ideas or circum- 
stances expressed by the subordinate clauses, which they connect to the 
principal clauses. The most popular division of subordinate con- 
junctions seems to be the following: Temporal conjunctions denote time; 
cauasl conjunctions denote cause; consecutive conjunctions denote result; 
comparative conjunctions denote comparison; interrogative conjunctions 
indicate questions; final conjunctions denote purpose; concessive conjunc- 
tions denote concession, and conditional conjunctions denote condition. 
A thorough understanding of these distinctions in English is of special 
service to pupils in prosecuting the study of any other language. A 
relative pronoun is classified, in analyzing, among the subordinate con- 
nectives. An emphatic conjunction, by analogy, is called coordinate. 



12 ENGLISH ANALYSIS. 



LESSON IV. 



SENTENCES IN REFEKENCE TO THEIR CONSTRUCTION. 

27. Considered, as wholes, in reference to their 
construction, there are five kinds of sentences as 
follows : — 

(1.) The simple sentence, which is composed of a 
single independent proposition ; as, Pitchers have ears. 

(2.) The complex sentence, which is composed 
of at least one principal and one subordinate pro- 
position; as, They best can bear reproof {principal 
clause) who merit praise {subordinate clause). 

(3.) The compound sentence, which is composed 
of two or more independent, simple propositions ; as, 
Slight small injuries, and they will become none at all. 

(4.) The complex-compound sentence, which 
is composed of two or more independent, complex 
members ; as, I saw him, when he came, and I shall see 
him, when he returns. 

(5.) The mixed sentence, which is composed of 
at least one simple, and one complex statement, coor- 
dinately united ; as, Love is blind (simple), and lovers 
cannot see the pretty follies, that themselves commit 
(complex). 



CONSTRUCTION OF SENTENCES. 13 

28. In the following sentences, state, according to the 
MODEL given below, what kind of sentence each one 
is: — 

(1) in reference to its form, 

(2) in reference to its construction, thus, 

MODEL. — The curfew tolls the knell of parting day. 
This is a declarative, simple sentence. 

29. (1.) She drew the splinters from the wound, and 
with a charm she staunched the blood. 

(2.) Sir Walter Scott was born in Edinburg. 

(3.) Her chief is slain, and she fills his fatal post. 

(4. ) Dost thou think that I am an executioner? 

(5.) He is sudden, ^/ , a thing comes into his head. 

(6.) I know our duty, and you are all undutiful. 

(7.) The complaints which I hear of you, are griev- 
ous. 

(8.) Who shall say me nay? 

(9.) Do not think so and you shall not find it so. 

(10.) Come quickly that you may see the comet. 

(11.) I will aid him if I can, but you would not 
assist the man if you could. 

(12.) Whence came we, and whither do we go? 

(13.) I am a man who both works and prays, but 
you neither work nor pray. 

(14.) Honor and shame from no condition rise. 

(15.) Be content and you will be happy. 

(16.) I am engaged, and I shall challenge him. 

(17.) I saw him when he came, and I shall see him 
after he returns. 

(18.) He knows me, but he will not betray me un- 
less his master demand it. 



14 ENGLISH ANALYSIS. 

(19.) We do not really know, what is good or bad 
fortune. 

(20. ) Wish wisely and love dearly. 

30. Questions on Lesson IV. — Considered, as 
wholes, in reference to their construction, howmany kinds 
of sentences are there ? Name them. What is a simple 
sentence? Give an example. What is a complex sen- 
tence ? Give an example. What is a compound sentence ? 
Give an example. What is a complex-compound sentence ? 
Give an example. What is a mixed sentence ? Give an 
example. Give an example of a sentence with two or 
more members, all of them being simple statements. 
Give an example of a sentence with two or more members, 
all of them being complex statements. Give an example 
of two or more members which are mixed or different in 
construction. What kind of connectives are used to join 
subordinate to principal propositions? Ans. Relative 
pronouns, and the subordinate conjunctions, expressed, or 
understood. What kind of connectives are used to join 
the members of compound sentences, and other elements 
of coordinate arrangement? Ans. Coordinate conjunc- 
tions. 

31. Exercise for Practice. No. I. — Dispose of 
all the sentences given in previous Lessons according 
to MODEL in Lesson IV. (28) 

32. Exercise for Practice. No. II. — 

(1.) Point out the different propositions in the 
sentences given in Lesson IV, (29). 

(2.) State which are principal, and which subor- 
dinate. 

(3.) Point out the connectives in each sentence, 
stating 

(1) their kind, 

(2) their use, thus, 



CONSTRUCTION OF SENTENCES. 15 

MODEL. — Her chief is slain, and she Jills his fatal post. 
(1.) This sentence has two propositions, 
Her chief is slain, and 
She Jills his fatal post. 

(2) Both propositions are principal or independent ; 

(3) and is the connective ; 

(1) it is a coordinate conjunction and 

(2) connects the two members of a compound 
sentence. 

33. Written Work for Next Lesson. — 

(1.) Write ten sentences, two of each kind, simple, 
complex, compound, complex-compound, and mixed. 

(2.) Enclose the propositions in parentheses. 

(3.) Underscore the subjects and predicates in the 
principal propositions. 

(4.) Overscore the subjects and predicates in the 
subordinate propositions. 

(5.) State on the margin what kind of sentence each 
one is in reference to its construction, as a whole ; thus, 

MODEL.— 



(Some bad people would be less dangerous) (if they 
had not some goodness). Complex. 

Note. Many persons avoid the distinctions, complex -compound and 
mixed, by recognizing only the first three divisions and classifying 
the other two (i.e. mixed and complex 'Compound) as compound sentences 
with one or more complex members. Practically, this answers as well in 
analyzing, and, perhaps, avoids some verbiage, but it destroys the sym- 
metry of arrangement which we think should not be sacrificed. 



16 ENGLISH ANALYSIS. 



LESSON Y. 



SENTENCES IN REFERENCE TO THEIR COMPONENT 
PARTS. WORDS, PHRASES, AND CLAUSES. 

34. Considered, in reference to their component parts, 
sentences contain ■words, phrases, and clauses. 

35. A word is the sign of an idea ; as, horse; beau- 
tiful; runs. 

36. A phrase is a combination of words, without sub- 
ject and predicate, used as a whole, to express an idea ; 
as, at noon; with great respect; seeing many things. 

37. A clause is a proposition, used as a component 
part of a complex, compound, or mixed sentence. It may 
be principal or subordinate ; as, 

I shall be happy, when my father returns. Principal 
clause. 

I shall be happ}^, when my father returns. Subordin- 
ate clause. 

I shall go home, and I shall remain. Both principal 
clauses in a compound sentence. 

38. A clause differs from a proposition in this, that a 
proposition may be, itself, an entire sentence, while a 
clause can never be anything more than a component part 
of a sentence. 



PHRASES AND CLAUSES. 17 

39. Of the following : — 

(1.) State what kind of sentence each one is as 
a whole, in reference — 
(1.) to its form. 
(2.) to its construction. 
(2.) Point out the different phrases and sub- 
ordinate clauses, in each, thus: — 

MODEL. — In peace, we should prepare for wars 
which may come. 

This sentence is (1) declarative complex. 

(2) The phrases are, in peace and for 

wars. 

(3) The subordinate clause is, which 

may come. 
40. 

( 1. ) When the moon shone, we did not see the candle. 

(2.) I take of worthy men, whatever they give. 

(3.) We trust others too little, when we are old. 

(4. ) The breast of a good man, is a little Heaven on 
earth. 

(5.) Thrice is he armed, that hath his quarrel just. 

(6.) He deals on his own soul. 

(7.) In private conversations, tfae wisest men some- 
times talk too much. 

(8.) She only finds her self-esteem in others' admi- 
ration. 

(9.) We are known by our deeds, whatever we do. 

(10.) He bore him well in the thickest of the troop. 

(11.) Thou hast by moonlight at her window sung. 

(12.) I marvel, how the fishes live in the sea. 
2 



18 ENGLISH ANALYSIS, 

(13.) The only disadvantage of an honest heart is 
credulity. 

(14.) Cunning leads to knavery. 

(15.) The bounds of a man's knowledge are easily 
concealed, if he has but prudence,, 

(16.) The lowing herd winds slowly o'er the lea. 

(17.) Alas! Our country is lost, and our hearts are 
broken ! 

(18.) With thee I would love to live, and with thee 
I would cheerfully die. 

(19.) Many will swoon, when they do look on blood. 

(20.) O! I know, where you are! 

41. Questions on Lesson V. — Considered in refer- 
ence to their component parts, sentences contain what? 
What is a word? Give an example. What is a phrase? 
Give an example. What is a clause? Give an example. 
Explain the difference between a clause and a proposition. 
Illustrate by examples. 

42. Written Work for Next Lesson. — 

(1.) Write three complex, three compound, and three 
mixed sentences. 

(2.) Enclose the clauses in parentheses, and under- 
score the phrases thus : — 

(These are the ties) (which are strong in their very 
nature.) 

(In youth, we aspire to much) ; but (in old age, we are 
often content with very little. ) 



MODIFIERS. 19 



LESSON VI. 



MODIFIERS. 



43. Any word or group of words, used with a single 
word or with a combination of words to change the appli- 
cation or meaning, is called a modifier. 

44. A modifier may consist of — 

(1.) A single word; as, great expectations. 

(2.) A phrase ; as, too majiy men ; the War of the 
Roses. 

(3.) A clause or proposition; as, I shall come, 
when I can. 

45. Modifiers, in reference to their use, may be — 
(1.) Adjective modifiers, or those which serve to 

limit the meaning or application of nouns, pronouns, 
or other substantives ; as, young ladies ; gentlemen of 
the Court. 

(2. ) Adverbial modifiers, or those which serve to 
limit the meaning or application of verbs, adject- 
ives, participles, or adverbs ; as, to part quietly. They 
never roamed, beyond the vale of shepherd life. I shall 
come, ivhen I can. 

(3.) Objective modifiers, or those which serve to 
complete the meaning of transitive verbs, or participles ; 
as, We expect kindness. All hope to be set free. Love 
what is good, 



20 ENGLISH ANALYSIS. 

46. Adverbial modifiers denote circumstances of — 
(1.) Place; as, I shall remain here. The battle 

was at Torktown. Whither he leads, I shall ever follow. 

(2.) Time; as, We returned yesterday, and shall 
remain until Monday. I gave thee mine, before thou 
didst request it. 

(3.) Cause; as, We do this for charity. I loved 
her, that site did pity them. 

(4.) Manner; as, The house suddenly fell with a 
great crash. It droppeth, as the gentle rain. 

47. Notice that adverbial clauses denote, in addition to 
the above circumstances — 

(1.) Conditions; as, If thou wilt swear, swear by 
thy gracious self. 

(2.) Concessions; as, Although his mind be cursed, 
his tongue is kind. 

(3.) Comparisons; as, The mountains are older, 
than the trees 

(4.) Purposes or Results; as, Have respect to 
mine honor, that you may believe. 

48. In the following sentences, classify the italicized 
modifiers, stating — 

(1.) Whether they are single words, phrases, or 
clauses. 

(2.) Whether they are adjective, adverbial, or 
objective. 

(3.) If they are adverbial, whether they denote 
place, time, cause, or manner. 

(4.) Whether any of the adverbial clauses de- 
note condition, concession, comparison, or 
purpose or result, thus — 



MODIFIERS. 21 

MODEL. If thou wilt swear, swear by thy gracious 
self. 

In this sentence, t 

(1.) If thou wilt swear is a clause modifier 
(2.) It is adverbial, and denotes condition. 

(1.) By thy gracious self is a phrase modifier. 
(2.) It is adverbial, and denotes manner. 

49. (1.) Beauty lives with kindness. 

(2.) Many persons carry their characters about in 
their faces. 

(3.) God giveth good for no other end 

(4.) The most manifest sign of wisdom is continued 
cheerfulness. 

(5.) The fountains of content must spring up in the 
mind. 

(6.) We shall discover the truth, if we observe closely. 

(7.) An honest man can speak f or Tiiinself , when a 
knave cannot. 

(8.) Hope is the dream of a waking man. 

(9.) Those toho know the least of others, think the 
highest of themselves. 

(10.) Let him say tvhat he will. 

(11.) He that sips of many arts, drinks of none. 

(12.) The vanity of our life is like a river passing 
away. 

(13.) Learn to hold thy tongue. 

(14.) In order that you may be beloved, be amiable. 

(15.) Envy is destroyed by true friendship. 

(16.) Love will creep into service, ivhere it cannot go. 

(17.) There is a rabble amongst the gentry. 



22 ENGLISH ANALYSIS. 

(18.) This world to me is like a lasting storm, 
whirring me from my friends. 

(19.) In contemplation of created things, by steps we 
«aay ascend to God. 

(20.) In her starry shade 

Of dim and solitary loveliness, 

I learn the language of another world. 

• 50. Questions on Lesson VI. — What is a modifier ? 
Of what three things may modifiers consist? Give an ex- 
ample of a single word, as a modifier. Aphrase. A clause. 
Modifiers with reference to their use are of what three 
kinds? Define adjective modifiers, and give an ex- 
ample. Define adverbial modifiers, and give an example. 
Define objective modifiers, and give an example. Adver- 
bial modifiers may denote what different circumstances ? 
Give an example of a phrase denoting place? A clause de- 
noting place ? A phrase denoting time ? A clause denoting 
time? Aphrase denoting manner? A clause denoting 
manner? Aphrase denoting cause? A clause denoting 
cause? A clause expressing a condition? A clause ex- 
pressing a concession ? A clause expressing a comparison ? 
A clause expressing a purpose or result? 

51. Written Work for Next Lesson : — 

(1.) "Write eight complex sentences, each with a single 
adverbial subordinate proposition, to illustrate the eight 
different kinds of adverbial clauses. 

(2.) Enclose the adverbial clauses in parentheses. 
(3.) State on the margin, what circumstance the 
clause denotes, thus — 

( 1 ) Speak less (than thou knowest. ) Comparison. 
(3) Fail not (when thy country calls.) Time. 



ELEMENTS. 23 



LESSON VII. 



THE ELEMENTS IN SENTENCES. 

52. The subject and predicate of any proposition, 
with the adjective, adverbial, and objective modi- 
fiers, constitute its elements. 

53. There are two general kinds of elements — 

Principal, and 
Subordinate. 

54. The principal elements in a proposition are the 
subject and predicate. They are necessary to every propo- 
sition. 

55. The subordinate elements in a proposition are 
the adjective , adverbial, and objective modifiers, called 
subordinate, because they depend upon the principal ele- 
ments. 

56. A sentence or proposition must, therefore, contain 
at least two elements, the subject and predicate, and 
may contain Jive different kinds of elements, according to 
their use ; as, The sun really gives vigor. 

? ^ ( principal elements. 

gives, predicate. ) 

the, adjective. } 

really, adverbial. > subordinate elements. 

vigor, objective, j 



24 Sft&LtSH ANALYSIS. 

57. In the following sentences, state — 

(1. ) What kind each one is in reference to its form 
and construction. 

(2.) State the two principal elements in each 
clause or proposition. 

(3 ) Point out the subordinate elements ; first, 
those modifying the subject, then those modifying 
the predicate, stating, as each one is given, whether 
it is adjective, adverbial, or objective, thus — 

MOCEL. — The sun really gives vigor. 

This sentence is — 

declarative, 
simple. 

sun is the subject. 
gives is the predicate. 

sun is modified by the, an adjective element. 
gives is modified by really, an adverbial element, 
also by vigor, an objective element. 

58. (1.) He venerates God. (2.) Did they fall? (3.) 
Wonderfully is he made! (4.) We do not hope to sur- 
vive. (5.) The queen has really granted permission. 
(6.) Shall we fly to-morrow? (7.) Who speaks thus 
rashly? (8.) The rain falls fast. (9.) Extreme avarice 
always mistakes itself. (10.) Every trait of beauty may 
be referred to some virtue. (11.) The conqueror is 
regarded with awe. (12.) The wise man commands our 
esteem. (13.) Men of great parts are often unfortunate 
in business. (14.) Care keeps his watch in every old 
man's eye. (15.) They look at him with much wonder. 



ELEMENTS. 25 

( 16. ) Oh ! I have lost my reputation ! ( 17. ) Never get 
a reputation for a small perfection. (18.) The Heavens 
hold firm the walls of thy dear honor. (19.) Children 
live in the world of the imagination. (20.) Our com- 
panions please us, with their charming manner 

59. Questions on Lesson VII. — What constitute 
the elements in a proposition? Name the two general 
kinds of elements. What are the principal elements? 
What are the subordinate elements ? Why so called ? How 
many, and what elements must every sentence contain? 
How many different kinds of elements may a sentence 
contain, according to use? Give an example of a sen- 
tence with five different kinds of elements according to 
their use. 

60. Written Work for Next Lesson: — 

Write ten sentences, each containing Jive different 
kinds of elements according to their use ; as, The sun 
really gives vigor. 



26 ENGLISH ANALYSIS. 



LESSON YIIL 



CLASSIFICATION OF ELEMENTS. 

61. The elements, with reference to their form, are of 
three classes, called respectively first, second, and 
third class elements. 

62. An element of the first class is a thought word 
or words, with or without modifiers ; as, John ; beautiful ; 
handsome horses; runs. 

63. An element of the second class is a phrase 
whose basis (i.e., principal words), consists of a sub- 
stantive with the preposition governing it, or of an infin- 
itive, including the sign to, expressed or understood; as, 
with comfort; to live well ; in due time. 

64. An element of the third class is a subordi- 
nate proposition ; as, It is the gentle Romeo whom thou 
knowest. I shall return, when you bid me. 

65. Of the following, state which are first, which sec- 
ond, and which third class elements : — 

(1.) Angry men. (2.) The venom. (3.) Of your 
spleen. (4. ) For my laughter. (5. ) Ungrateful. (6. ) 
When anger rushes. (7.) Safely. (8.) Till your 
proud heart break. (9.) Trembling greatly. (10.) 
To save himself . (11.) Which suits. (12.) In all the 
professions. (13.) My home. (14.) Henry's book. 
(15.) To be a miracle. (16.) Who imagine them- 



ELEMENTS. 27 

selvesgreat. (17.) Often. (18.) To the stars. (19.) 
When beauty pleadeth. (20.) While she was singing. 
(21.) To burn bright. (22.) To have been deceived 
grossly. (23.) As we sink in pride. (24.) After you 
shall be dead. (25.) Having travelled many miles. 
(26.) Too much. (27.) Out of danger. (28,) Con- 
cerning the wars. (29.) Very silly things. (30.) 
Up. (31.) Where we cannot invent. (32.) So good. 
(33.) The least independent man. (34.) In the very 
lowest link. (35. ) To have set the world free. (36.) 
Sharp-toothed unkindness. (37. ) After having drunk. 
(38.) By running. (39.) His mighty heart. (40.) 
Because thou art not seen. 

66. Questions on Lesson VIII. — With reference 
to their form, how many kinds of elements are there ? 
Name them. What is an element of the first class? Of 
the second class-? Of the third class ? Give examples of 
each. 

67. Written Work for Next Lesson : — 

Write ten sentences containing the three different 
kinds of elements. 

(1.) Underscore the subjects and predicates in the 
principal propositions. 

(2.) Overscore the subjects and predicates in the 
third class elements. 

(3.) Enclose the different classes of elements in 
parentheses, thus: — 

1st 0. 2nd C. 1st C. 

(Much) business (of importance) engaged (those) 

3rd C. 

(who were present.) 



28 ENGLISH ANALYSIS. 



LESSON IX. 



THE BASIS OF ELEMENTS. 

68. Every first or second class element contains a lead- 
ing word or words, known as the basis ; as, A lovely 
morn; in luck; in great luck; to speak rapidly. 

69. The basis of a first class element is its lead- 
ing thought word or words taken alone ; as, Seeing him ; 
a noble man; sweet apples; having seen him. 

70. The basis of a second class element is its 

leading substantive, with the preposition which governs it, 
or its leading infinitive, including the sign to, expressed 
or understood; as, in the country; to die easily. 

71. A third class element, being neither a word nor a 
phrase, but a proposition, is not said to have a basis. 

72. In the following sentences point out the first and 
second class elements, and name the basis of each, 
thus — 

MODEL. — Seeing him, they went to his rescue. 

In this sentence, 

(1.) Seeing him, is an element of the first class. 
(2.) Seeing (its leading ivord) is the basis. 



BASES OF ELEMENTS. 29 

(3.) To his rescue, is an element of the second class. 
(4.) To rescue is the basis. 

(1.) A statesman may do much for commerce. (2.) 
Egypt does not on the clouds rely. (3.) Without the 
worm, in Persia's silks we shine. (4.) Even from the 
body's purity, the mind receives a certain sympathetic 
aid, (5.) The superiority of some men is merely locai. 
(6.) One man, in his time, plays many parts. (7.) A 
short life is sufficient. (8.) The applause of a good 
actor is due to him. (9.) The multitude, having seen 
Alexander, shouted with vociferous applause. (10.) 
The pleasure of love is in loving. (11.) To marry 
suitably, marry your equal. (12.) She commandeth 
him by constantly obeying him. (13.) Can'st thou 
not minister to a mind diseased? (14.) We may find 
means to cure folly. (15.) A modest person seldom 
fails to gain good will. (16.) Money, desired by 
many, is acquired by few. (17.) Seeing him, they went 
to his rescue. (18.) Money, the servant of good men, is 
a dangerous master. (19.) Nature's colors are the most 
beautiful. (20.) Men possessed of good minds, should 
greatly govern their own fortunes. 

Note. — An excellent method of teaching pupils to distinguish the 
basis of any group of words, is to require them first to enclose the group 
in a parenthesis. Then explain, that the basis consists only of the word 
or words within the group, directly and grammatically connected with 
some word or words outside the group, thus, — 

In the sentence, The multitude (having seen Alexander), shouted (with 
vociferous applause.) Having seen Alexander is a first class element. The 
participle, having seen, limits multitude, a word, outside of the group and 
is clearly the basis. Alexander limits having seen, a word within the 
greup and as evidently, is not the basis. In the group, (with vociferous 
applause), with applause limits shouted, a word without the group, and is 
plainly the basis, while vociferous limiting applause inside the group is 
clearly not the basis. This is a good blackboard exercise. 



30 ENGLISH ANALYSIS. 

73. Questions on Lesson XX. — What is a basis? 
What is the basis of a first-class element? Give an ex- 
ample. Of a second class element? Give an example. 
What two classes of elements are said to have bases? 
Which one is not said to have a basis ? Why ? 

74. Written Work for Nest Lesson : — 

( 1 . ) Write ten simple sentences containing a variety 
of first and second class elements. 

(2.) Enclose the first and second class elements in 
parentheses. 

(3.) Underscore the bases, thus — 

(The) officers call (your attention) (to the follow- 
ing laws.) 



FIRST CLASS ELEMENTS. 31 



LESSON X. 



ELEMENTS IN REFERENCE TO THEIR CONSTRUCTION. 

First Class Elements. 
Simple, 
Complex, 
Compound, and 
Complex-Compound. 

75. The elements according to their construction 
are, simple, complex, compound, and complex- 
compound. 

76. A first class element is said to be simple 
when its basis is unmodified, as, time; safety. Time files. 

77. A first class element is said to be complex 
when its basis is modified; as, fast time ; great safety. 

78. Two or more simple, first class elements, coordi- 
nately united into a single group taken as a whole, 
constitute a compound element of the first class ; 
as, blue, green and yellow; yea or nay ; large as well as 
small. 

79. Two or more complex first class elements, coordi- 
nately united into a single group taken as a whole, 
constitute a complex-compound element of the 
first class; as, dark blue and light green; very large as 
well as very small. 



32 ENGLISH ANALYSIS. 

Note. —Mixed elements are of frequent occurrence. As, quick of 
speech and interesting. Here are found a modified, and an unmodified 
basis, united into a single construction. To avoid unnecessary refine- 
ment in the distinction of elements, such expressions have been classified 
as complex- compound. This applies as well to second and third class ele- 
ments. In the example above, the compound basis is, quick and interest' 
ing. Quick has a modifier, of speech, and interesting is unmodified, 

80. Of the following first class elements, — 

(1.) State which are simple, which complex, 
which compound, and which complex-compouftd. 
(2.) Point out the basis in each group, and mention 
the modifiers, thus — 

MODEL. — The Jews and the Gentiles. 

This element is — 

(1.) Complex-compound. 

(2.) Jews and Gentiles is the basis. 

Each of these words is modified by the. 

81. (1.) Artificial pearls. (2.) The chill marble. 
(3.) Long or short. (4.) Victoria. (5.) Sooner or 
later. (6.) Asking alms. (7.) The money as well as 
alms. (8.) The ring. (9.) Now or never. (10.) See- 
ing the city, but remembering nothing. (11.) Ever and 
anon. (12.) A great deal. (13.) Walking away. 
(14.) Still improving. (15.) Vain pomp and glory. 
(16.) The noble and the brave. (17.) My joys, my 
griefs, my passions, and my powers. (18.) A reined 
tongue and a bursting heart. (19.) Going and coming. 
(20.) The settled shadow. (21.) Owning land. (22.) 
Inheriting no discord nor marrying strife. (23.) The 
shortest and surest way. (24.) The first sure symptom. 
(25.) Laughing. (26.) Washington. (27.) Simpleness 



FIRST CLASS ELEMENTS. 33 

and duty. (28.) Real poverty. (29.) John's books. 
(30.) Dying, but dying bravely. (31.) Her precious 
pearls. (32.) A doctor, the village's hope. (33.) Henry, 
the king. (34.) Cheeks. (35.) Smiling cheeks. (3G.) 
Corning and going quickly. (37.) Seeing clearly. (38.) 
Dead and buried. (39.) Illness. (40.) Peter, the her- 
mit. 

82. Questions on Lesson X. — The elements ac- 
cording to their construction may be of what four 
kinds? When is a first class element simple? Give an 
example. Complex? Give an example. Compound? 
Give an example. Complex-compound? Give an exam- 
ple. By what are the members of compound elements 
connected? Ans. Coordinate conjunctions. 

83. Written Work for Next Lesson : — 

(1.) Write ten simple sentences containing a variety 
of first class elements. 

(2.) Underscore the subjects and predicates. 
(3.) Enclose the first class elements in parentheses, 
thus — 

1st C. 1st C. 

This is (a) (dead and ineffectual) letter. 



34 ENGLISH ANALYSIS. 



LESSON XL 



ELEMENTS O REFEBEJCE TO THEIE CONSTRUCTION. 

Second Class Elements : — 
Simple, 
Complex, 
Compound, and 
Complex-Compound. 

84. A second class element is said to be simple 
when the substantive or infinitive of its basis is unmodi- 
fied; as, In fear; to intrude. 

85. A second class element is said to be complex 
when the substantive or infinitive of its basis is modified; 
as, In great fear; to intrude boldly. 

86. Two or more simple, second class elements, coor- 
dinately united into a single group taken as a whole, 
constitute a compound element of the second 
class ; as, In peace and in war; to live or to die. 

87. Two or more complex, second class elements coor- 
dinately united into a single group taken as a whole, 
constitute a complex-compound element of the 
second class ; as, in sweet peace, and in turbulent 
war; to be or not to be. 

Note.— Mixed elements of this class are disposed of as complex- com- 
pound. 



SECOND CLASS ELEMENTS. 35 



.-> 



88. Of the following second class elements, state — 
(1.) Which are simple, which complex, which 

compound, and which complex-compound. 

(2.) State what the basis is in each one, and give 
the modifiers, thus — 

MODEL. — With great pleasure, is 

a complex element. 
With pleasure is the basis, and pleasure 
is modified by great , an adjective 
element of the first class. 

89. (1.) With pleasure. (2.) To be or not to be. 
(3.) In peace or in war. (4.) In peaceful times or in 
war. (5.) To live well. (6.) To have perished. (7.) 
Under the daisies. (8. ) At midnight. (9. ) From home, 
as well as at home. (10.) To live well, also to die 
calmly. (11.) To have insulted the king, but to have 
honored the queen. (12.) With liberty or with death. 
(13.) Through ambition. (14.) To be found. (15.) 
To the axe's edge. (16.) With careless steps and slow. 
(17.) By mountain, streamlet, or meadow. (18.) With 
satisfaction and delight. (19.) To disappoint one's self. 
(20. ) To see an old man beginning a vicious course. (21. ) 
To have been refused admission. (22.) To view alone 
the fairest scenes of earth and deep. (23. ) To pity kings. 
(24.) To run away. (25.) In speaking or writing. (26.) 
In endurance and in number. (27.) To acquire a for- 
tune. (28.) With summer beams and genial breezes. 
(29.) In Hymen's gay propitious hour. (30.) To have 
been studied. (31.) To know no more. (32.) Of 
humor. (33.) With wit and humor. (34.) In the 
minds or in the hearts of women. (35.) In a good 



36 ENGLISH ANALYSIS. 

light. (36.) By observation and by reading. (37.) In 
any honest suit. (38.) To be so little touched. (39.) 
Of it. (40.) Of so free, so blessed, so kind, so apt a 
disposition. 

90. Questions on Lesson XL — When is a second 
class element said to be Simple ? Give an example. Com- 
pound? Give an example. Complex? Give an exam- 
ple. Complex-compound? Give an example. 

91. Written Work for Next Lesson : — 

(1.) Write ten simple sentences, containing a variety 
of second class elements. 

(2. ) Enclose the second class elements in parentheses. 

(3) Underscore the subjects and predicates, and over- 
score the bases of second class elements, thus: — 



I, (with all my friends), expect (to go.) 



THIRD CLASS ELEMENTS. 37 



LESSON XII. 



ELEMENTS I1V REFEEENCE TO THEIR CONSTRUCTION. 

Third Class Elements : 
Simple, 
Complex, 
Compound, and 
Complex-Compound. 

92. A third class element is said to be simple 
when no one of its elements is modified by any other 
third class element ; as, I smiled, when he went by. 

93. A third class element is said to be complex 
when at least one of its elements is modified by another 
third class element ; as, I am the man who called you 
when you were passing. 

Note.— The clause, Who called you when you were passing 1 , is 

complex, because one of its elements, called, is modified by another third 
class element, when yon were passing*. 

94. Two or more simple third class elements, coordi- 
nate^ united into a single group taken as a whole, 
constitute a compound element of the third class ; 

as, I am the man, who came yesterday, and ivho will ad- 
dress the people to-day; Hercules saw him, when he left, 
as well as, when he returned. 



38 ENGLISH ANALYSTS. 

95. Two or more complex third class elements, coor- 
dinately united into a single group, taken as a whole, 
constitute a complex-compound element of the 
third class; as, I am the man, who came yesterday, 
when I was invited, and who will speak to-day, if 
I am requested. 

Note. — Mixed third class elements are classified as complex- com- 
pound. 

96. In the following sentences, the third class elements 
are italicized. 

State which are simple, which complex, which com- 
pound, and which complex-compound: 

97. 

(1.) I shall be with you, whether you go or whether 
you stay. 

(2.) As I darkened the door, he cast his eye toward 
the window. 

(3.) Tell me, who you are that address me and 
whence you came so suddenly. 

(4.) The age of miracles is past, while that of 
prejudice remains. 

(5.) When Greek meets Greek, then comes the tug 
of war. 

(6.) He will claim me for a brother, when he comes 
and, no doubt, he will see my resemblance to himself. 

(7.) They hate him, although they do not know him. 

(8.) I only ask, whither comes this little bird, that has 
fluttered into our midst ? 

(9.) Then he called out aloud, U I shall be ivith you 
before the sun has set to -day or you may not expect me 
until after school has closed to-morroio." 



THIRD CLASS ELEMENTS. 39 

(10.) Wliither thou goest, I will go. 

(11.) Can you believe, that this is the father of all 
those boys whom we saw in the forest yesterday ? 

(12.) When our hatred is too keen, it places us 
beneath those ivhom ive hate. 

(13.) If we observe, we shall find, that all human 
virtues strengthen themselves. 

(14.) He who freely praises, what he means to pur- 
chase, may set up a partnership with honesty. 

(15. ) Man, if he compare himself with all that he can 
see, is at the zenith of power. 

(16.) And the devil did grin, for his darling sin is 
pride that apes humility. 

(17.) More things are wrought by prayer, than this 
world dreams of. 

(18.) Quoth Hudibras, 

"Ralpho, thou dost prevaricate.' 9 

(19.) I think him so, because I think him so. 

(20. ) Had you seen these roads before they ivere made, 
You'd lift up your hands, and bless Gen. Wade. 

98. Questions on Lesson XII. — What is a third 
class element? When is a third class element said to be 
simple? Give an example. Complex? Give an example. 
Compound? Give an example. Complex-compound? 
Give an example. By what are third class elements 
joined to the principal clauses in sentences? Ans. : By 
subordinate connectives, expressed or understood. 

99. Written Work for Next Lesson : — 
(1.) Write eight sentences — 

(1.) Two, each containing a simple third class ele- 
ment. 



40 ENGLISH ANALYSIS. 

(2.) Two, each containing a complex third class 
element. 

(3.) Two, each containing a compound third class 
element. 

(4.) Two, each containing a complex-compound 
third class element. 

(2.) State on the margin what kind of third class 
element each one contains. 

(3.) Enclose the third class elements in parentheses, 
thus : — 

Henry asked (who refused his soldiers what they 
wished ? ) Complex- 



TABLE OF ELEMENTS. 41 



LESSON XIII. 



TABLE OF ELEMENTS. 

100. Explanation. — The following table will be of 
great advantage to pupils in learning to distinguish the 
different classes and constructions of elements. 
There are, in all, twelve different elements in reference to 
form and construction. Three different classes, each class 
having four distinct constructions. From the table we may 
see, that first class elements have usually single words for 
bases, that second class elements have combinations of 
words for bases, and that third class elements are subordi- 
nate clauses. By reading the first division vertically, we find 
all the varieties of first class elements in contrast. 
So the cecond division contains all the varieties of sec- 
ond class elements, and the third division, the third 
class elements. By reading the different divisions 
horizontally, we find in the first line all the classes of 
simple elements in contrast, in the second the three 
classes of complex elements, etc. Having studied 
the table with the class, require the pupils each to make a 
similar one, introducing different examples of their own 
selection: — 



42 



ENGLISH ANALYSIS. 



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MISCELLANEOUS ELEMENTS. 43 

102. Of the following elements classify each one, ac- 
cording to its construction and form, and point out the 
basis in th.e first and second class elements. 

(1.) At length. (2.) In all my wanderings. (3.) 
Around this world. (4.) My long vexation. (5.) His 
labor and his toil. (6.) Which I saw. (7.) In view. 
(8.) Subduing and subdued. (9.) Standing by. (10.) 
To lay me down. (11.) Quickest and best. (12.) To 
live well and to flourish long. (13.) With truth and 
plainness. (14.) For I am forearmed. (15.) Whilst some 
with cunning gild their copper crowns where'er they 
can and thus hold they the common people down. (16.) 
Who freely praises what he means to purchase. 
(17.) Woman's honor. (18.) Much easier. (19.) De- 
sirous still. (20.) When he shall praise and when he 
shall decide. (21.) In sorrow's cup. (22.) On a dusky 
sea. (23.) In this wide world. (24.) My lord. (25.) 
To lose or give it away. (26. ) While she kept it. (27. ) 
To dissemble. (28.) Indeed. (29.) At your request. 
(30.) To-morrow. (31.) Where thou hast lived, arid 
where thou shalfc die. (32.) Whoever he may be that 
has called on me, or whatever he may be, that has 
written to me. (33. ) To have a giant's strength. (34. ) 
With the claws of a lion. (35.) Against the more pre- 
cipitous side. (36.) At will. (37.) At Cyprus. (38.) To 
have come and returned. (39.) Your mother. (40.) Who 
she is you love. (41.) In seeking to augment it. (42.) 
When we can entreat an hour to serve. (43. ) Boy. (44. ) 
Which I see before me, as I move, and which I may al- 
most grasp. (45.) To whom. 



44 ENGLISH ANALYSIS.- 

Note. — Let it be remembered, that in classifying elements in reference 
to form and construction, we look to the leading basis of the group, in first 
and second class elements. 

103. Written Work for Next Lesson : — 

Make a table like that in 101, inserting examples of 
your own selection, 



MODEL FOR ANALYZING. 45 



LESSON XIY. 



MODELS FOR ANALYZING SIMPLE SENTENCES. 

104. Analyze the following sentences according to the 
directions and models given below: — 

DIRECTIONS.— 

(1.) State what kind of sentence it is in reference 
to its form and construction, as in 29. 

(2.) State the subject and predicate; i.e., the 
two principal elements. 

(3.) State, in their order — 

(a.) The subordinate elements which 
modify the subject. 

(&.) The subordinate elements which 
modify the predicate. 

(4.) State, as each element is given — 

(a.) Whether it is simple, complex, 

compound, or complex-compound. 
(b.) Whether it is adjective, adverbial, 

or objective. 
(c.) Whether it is first, second, or third 

class. 



46 ENGLISH ANALYSIS. 

(5.) State the basis of each first or second class 
element, and give the modifiers in each group, as 
they occur, until every word is disposed of, as in 
the models below: 

105. MODEL I. — A friend will often exaggerate a 
man's virtues. 

This is a 

declarative, 

simple sentence, 
friend is the subject, 
•will exaggerate is the predicate, 
will is the auxiliary, and exaggerate is the 
attribute ; 
friend is modified by a, a simple adjective element, 

of the first class. 
■will exaggerate is modified by often, a simple ad- 
verbial element of the first class ; also by 
a man's virtues, a complex, objective element 
of the first class ; 

virtues is the basis, modified by a man's, a 
complex, adjective element of the first class 
of which man's is the basis, modified by a, a 
simple adjective element of the first class. 

106. MODEL II. — Bear not along the clogging bur- 
den of a guilty soul. 

This is an 

imperative, 

simple sentence, 

thou or you, understood, is the subject, 

bear is the predicate ; 



MODEL FOR ANALYZING. 47 

bear is modified by not and along, two simple, ad- 
verbial elements of the first class ; also by, 
the clogging burden of a guilty soul, a complex, 
objective element of the first class, of which 
burden is the basis, modified by the and clog- 
ging, two simple adjective elements of the 
first class ; burden is also modified by of a 
guilty soul, a complex, adjective element, of 
the second class, of which, of soul is the basis, 
and soul is modified by a and guilty, two sim- 
ple, adjective elements of the first class. 

Note.— In determining the class and construction of elements, we look 
to their bases. Notice that in complex, and complex- compound second 
class elements, the modifiers apply only to the thought words of the basis, 
not to the relation words, or to the sign to, of the infinitives. Thus, in 
the element, of a guilty soul, of soul is the basis, and the modifiers a and 
guilty apply only to the word soul, not to the relation word of. In to intrude 
boldly, boldly applies to intrude, not to the sign to. 

107. Analyze the following sentences according to 
the models given above: 

108. Exercise First. — 

(1.) The king exaggerated his account of peace and 
calms. 

(2.) The clouds of dense smoke will disappear be- 
fore morning. 

(3.) By his will Satan did depart. 

(4.) Dost thou usurp a name? 

(5.) How shall I meet the sage? 

(6.) Wealth make th many friends. 

(7.) The passengers walk through the woods in fear 
and in dread. 



48 ENGLISH ANALYSIS. 

(8. ) Our English dames are much given to the wear- 
ing of costly laces. 

(9.) The lamp of his zeal burns on brighter and 
brighter, amid the dust of his parchments. 

(10.) Hope, of all passions, most befriends us here. 

(11.) Common speakers have only one set of ideas, 
and one set of words. 

(12.) Take off your chariot wheels. 

109. Exercise Second. — 

(1.) Under fair pretence of friendly airs, I hug him 
into snares. 

(2.) Receive slow reparation for premeditated im- 
pertinence. 

(3). Among the numberless contradictions in our 
nature, this one predominates. 

(4.) Above the nobler, shall less noble ride. 

(5.) They exist in the very lowest link of the vast 
and mysterious chain of being. 

(6.) Justice does no injury to men. 

(7). The pernicious debilitating tendencies of bodily 
pleasures need counteraction by the invigorating exer- 
cises of bodily labor. 

(8.) Of no worldly good, can such enjoyment be 
attained. 

(9.) The world has not yet learned the riches of 
frugality. 

(10.) Their trembling hearts belie their boasting 
tongues. 

(11.) All great men are in some degree inspired. 

(12.) Tender not favors twice. 



MODEL FOR ANALYZING. 49 

110. Exercise Third.— 

(1.) The brave abroad fight for the wise at home. 

(2.) For the sake of filling with one blast the post- 
horns of all Europe, he laj T s her waste. 

(3.) Foul, cankering rust, the hidden treasures fret. 

(4. ) Uninterrupted sunshine would parch our hearts. 

(5.) The lust of gold succeeds the lust of con- 
quest. 

(6.) In nothing else, do men approach so nearly to 
the Gods. 

(7.) Open evil, at all events, does this much good. 

(8.) Natural good is very intimately connected with 
moral good and natural evil. 

(9.) The strawberry grows underneath the nettle. 

(10.) This might have been prevented by the very 
easy arguments of love. 

(11.) Some seek diversion in the tented field. 

(12.) A man must first govern himself before gov- 
erning others. 

111. Written Work for Next Lesson : — 

Mark ten simple sentences (to be selected by the 
teacher) according to the directions and MODEL 
given below : 

Directions. — 

(1.) Underscore the subjects and predicates, 
(2.) Enclose the different words, or groups, 
which modify the subjects and predicates, in paren- 
theses, brackets, or braces. 
4 



50 ENGLISH ANALYSIS. 

(3.) Draw an oblique line through each basis 
word. 

(4th.) Enclose the groups which modify basis 
words, and mark their bases as indicated above in (2) 
and (3.) 

MODEL: — 

(A) friend will (often) exaggerate ( [(a) mWsl 
virtues, j 

X Bear (not) (along) ( [the] [clogging] burden 
[<\f (a) (guilty) sc\ul.]) 

112. Explanation : — This plan of marking is chiefly 
serviceable as a black-board exercise. Let the pupil mark 
the elements as he proceeds with the analysis of the sen- 
tences. It has also been found valuable as a means 
of securing home study upon the practical analysis 
of sentences without arduous written work. To mark a 
sentence thus, demands a consideration of every element 
it contains. A number of sentences can be easily studied 
in this manner, in the same or less time, than one or two 
could be ivritten out in full or diagrammed after the old 
plans. The amount of writing to be done requires very 
little more time and space than the mere transcribing of the 
sentences. While to examine critically the papers of a class 
after the marking has been done, is a tiresome and ofttimes 
perplexing task, a passing glance may satisfy the teacher 
how much each pupil has accomplished. The teacher 
may do the marking on the board, while the members of 
the class are calling out the points in the analysis, accord- 



EXPLANATION OF MARKING SYSTEM. 51 

ingtothe Models (105) and (106) in this Lesson. Let 
the sentences to be analyzed be written on the black-board 
before the recitation begins. And let each sentence, 
whenever it is practicable, be in a single line. Also 
leave ample space between the sentences on the board, 
that the marking of one sentence may not interfere 
with that of others. By this plan of teaching, the atten- 
tion of a class can be secured and held, especially if fre- 
quent transitions be made from one member of the class 
to another in analyzing the same sentence. With one 
member of the class analyzing, and another marking the 
sentence for him, an interesting mode of recitation is at- 
tained, by which two members of the class are a constant 
check upon each other. 



52 ENGLISH ANALYSIS. 



LESSOR XV. 



SUBSTANTIVES. 



113. A Substantive denotes something that has ex- 
istence, or some object of thought, either material or im- 
material ; as, man; goodness; walking; to go. 

Note, — Grammatically, a substantive is either a noun or some word, 
combination of words, or thing used instead of, or like a noun, in a sen- 
tence. This includes, therefore, nouns, pronouns, characters, or signs, 
phrases, and clauses. 

114. A substantive may be — 

(1.) A noun; as, man; house; bravery. 

(2.) A pronoun ; as, Henry said, he was not going 
home. 

(3.) Any word or combination of words used 
like a noun ; as, Walking is a healthful exercise. To 
be good is to be happy. That you are wrong is evi- 
dent. 

(4.) A Word or Character, when reference is 
made to the thing itself, and not to its meaning ; as, 
If is an important word. Algebra abounds in + 's 
and — 's. 

115. Analyze the following sentences according to 
MODEL in lesson XIV : — 



SUBSTANTIVES. 53 

(1.) We often live under a cloud. 

(2.) Good humor will sometimes conquer ill humor. 

(3.) What shall we call it? 

(4.) Laws, without arms, would give us not liberty. 

(5.) Arms, without laws, would produce not subjec- 
tion, but slavery. 

(6.) Now call we our high Court of Parliament. 

(7.) May the great body of our state go in equal 
rank with the best governed nation. 

(8.) The repose of nations cannot be secure without 
arms. 

(9.) The weak must have their inducements to ad- 
miration. 

(10.) What causes such a miscalculation in the 
amount of my gratitude ? 

(11.) He stoops not to ask reward. 

(12.) Real glory springs from the silent conquest of 
ourselves. 

(13.) From my youth upward, my spirit walked not 
with the souls of men. 

(14.) Then away she started to deal with grief 
alone. 

(15.) A sudden tightness, then did grasp my 
throat. 

(16.) Give one no help in lamentation. 

(17.) Before then, this heart shall break in two. 

(18.) You may traverse the world in search of hap- 
piness. 

(19.) Our happiness in this world depends much 
upon the affections. 

(20.) I have almost forgot the taste of fears. 



54 ENGLISH ANALYSIS. 

116. Questions on Lesson XV. — What is a sub- 
stantive? Name the four different forms of substantives. 
Give an example of a noun substantive. A pronoun sub- 
stantive. A word or character as a substantive. A 
phrase or clause as a substantive. 

117. Written Work for Next Lesson. — 

Mark the first ten sentences in Lesson XVI. accord- 
ing to the MODEL in Lesson XIV. 



SUBJECTS AND PREDICATES. 55 



LESSOR XVI. 



SUBJECTS, PREDICATES, ATTRIBUTES, COPULAS, A1ST) 
AUXILIARIES. 

118. The grammatical subject is the subject taken 
separately from its modifiers ; as, The rain falls. 

119. The logical subject is the subject with its 
modifiers ; as, The rain falls. 

120. The grammatical predicate is the predicate 
taken separately from its modifiers ; as, The rain benefits 
the trees. 

121. The logical predicate is the predicate with its 
modifiers ; as, The rain benefits the trees. 

122. Special attention should be given to the analysis 
of predicates. 

123. Grammatical predicates include attributes, 
copulas, and auxiliaries. 

124. A grammatical predicate may, therefore, consist 
of — 

(1.) One word; as, The rainfalls. 
(2.) Several words ; as, The rain might have been 
falling. She is happy. Mary ivas queen. 



56 ENGLISH ANALYSIS. 

125. An attribute is a word used in connection with a 
copula or an auxiliary to complete the grammatical pre- 
dicate ; as, I will come. He is silent. 

126. Attributes are of two kinds, called attribute and 
second attribute ; as, She has become {attribute) a 
woman {2nd attribute. ) 

127. A second attribute occurs only in connection 
with an attribute, each being a part of the grammatical 
predicate ; as, He is considered a good man. 

128. A copula is a word which serves to unite the 
subject and the noun or adjective attribute of a proposi- 
tion, and is itself a part of the grammatical predicate ; as, 
John is happy. Mary was queen. 

129. An auxiliary is a word used in conjugating 
verbs to give them their different shades of meaning ; as, 
John will return. 

130. In the following sentences, — 

(1.) Point out the grammatical subjects and 
predicates. 

(2.) Point out the logical subjects and predi- 
cates. 

(3.) Analyze according to MODELS in Lesson 
XIV. 

(1.) Reason thus with life. 

(2.) Too much thinking doth consume the spirit. 
(3. ) Their palling taste, the journey's length destroys. 
(4.) In earlier days, and calmer hours, I had a 
friend. 

(5.) Too soon the flowers of spring will fade. 



COPULAS, ATTRIBUTES, AUXILIARIES. 57 

(6.) Words without thoughts, to Heaven never go. 

(7.) You have too much respect upon the world. 

(8.) Take this most excellent expedient to prevent 
many afflictions. 

(9.) In men, we various ruling passions find. 

(10.) The fair, not always view with favoring eyes, 
the very virtuous or extremely wise. 

(11.) To religion alone, do European women owe 
their liberty. 

(12.) Trust not the treason of those smiling looks. 

(13.) Civil wars strike deepest of all into the man- 
ners of the people. 

(14.) Men should be esteemed for their virtue, not 
for their wealth. 

(15.) A heart unspotted, is not easily daunted. 

(16.) One sin another doth provoke. 

(17.) Nearly every man complains of the badness of 
his memory. 

(18.) No man ever arrived suddenly at the summit 
of vice. 

(19.) Go not to a covetous old man, with any re- 
quest, too soon in the morning 

(20.) To-morrow, didst thou say ? 

131. Questions on Lesson XVI. — Define gram- 
matical and logical subject. Give examples. Define 
grammatical and logical predicate. Give examples. 
What do predicates include ? Of what may a predicate 
consist? Give an example of a predicate consisting of 
one word. Of several words. What is an attribute? 
Give an example. How many kinds of attributes are 
there? Illustrate by example. When only does a second 
attribute occur? What is a copula? Give an example. 
What is an auxiliary? Give an example. 



58 ENGLISH ANALYSIS. 

132. Written Work for Next Lesson : — 

Mark the first ten sentences in Lesson XVII., accord- 
ing to the MODEL in Lesson XIV. 

Xote. — The noun or adjective attribute has not usually been con- 
sidered a part of the grammatical predicate. It is in the nature of a 
modifier to the subject. At the same time it is essential in completing 
the affirmation made of the subject, and, therefore, the writer in view oi 
the advantages attendant upon such a disposition of it, feels authorized 
to use it as part of the grammatical predicate. 



FORMS OF ATTRIBUTES. 59 



LESSON XVII. 



ATTRIBUTES. 



133. An attribute may be — 

(1.) A noun or some other substantive; as, 

Mary was queen; His intention was to go. 

(2.) An adjective ; as, Sampson was strong. 

(3.) A verb or participle; as, The children will 
play. The children are playing. 

134. Analyze the following sentences, according to 
the model given below, paying special attention to the 
predicates : — 

MODEL. — They are constant in their worship of God. 

This is a 

declarative, 
simple sentence, of which 
they is the subject, and 
are constant is the predicate, are is the 
copula, and constant is the attribute. 
Are constant is modified by, in their worship of 
God, a complex, adverbial element of the second class, 
of which in worship is the basis, and worship is modified 



60 ( English analysis. 

by their, a simple, adjective element of the first class i 
also, by of God, a simple, adjective element of the 
second class. 

MODEL. — The children play. 

This is a 

declarative 

simple sentence, of which 

children is the subject, and 

play is the predicate. 

children is modified by the, a simple, 

adjective element of the first class. 

Note. — Notice that the modifiers of the predicate may apply to it, 
as a whole, or they may apply to an attribute separate from the rest of the 
predicate; thus, They have been kings for years. For years, modifies the 
predicate, have been kings. In the sentence, William was a great king, 
the attribute, king, is modified by a and great, two adjective elements. 

135. (1.) Now fades the glimmering landscape on the 
sight. 

(2.) Paul was an inspired apostle. 

(3.) It is I. 

(4.) Thy father's virtue is not thine. 

(5.) Teach me submission to Thy will. 

(6.) His intention was to be good. 

(7. ) The following is an exact transcript of the lines. 

(8.) Are you in the vein for changes? 

(9.) The sign was +. 

(10.) Who art thou? 

(11.) To a man of energy, this is easy. 

(12.) The sky is changed. 

(13.) Wishing is not working. 

(14.) The water is flowing very rapidly. 



FORMS OF ATTRIBUTES. 61 

(15.) We do praise ourselves. 

(16.) Merit is born with men. 

(17.) We may also doubt the existence of this mat- 
ter, very long and very learnedly. 

(18.) A soul without reflection to ruin runs. 

(19.) A mind too vigorous and active serves to con- 
sume the body. 

(20.) A weak mind will sink under prosperity, as 
well as under adversity. 

136. Questions on Lesson XVII. — What four 
kinds of attributes are there ? Give an example of a noun 
used as an attribute. Some other substantive used as an 
attribute. An adjective. A verb. A participle. 

137. Written Work for Next Lesson : — 

Mark the first ten sentences in Lesson XVIII. ac- 
cording to MODELS given in Lesson XIV. 



62 ENGLISH ANALYSIS. 



LESSON" XYIIL 



COPULATIVE TERES. 

138. Any verb not the verb to be taking after it a pred- 
icate noun or adjective, (as a second attribute), is called 
a copulative verb ; as, She walks a queen. 

Note. — Every copulative verb implies a second attribute. In those 
tenses which have no auxiliary forms, the attribute is the verb form 
itself, and the second attribute, as in other cases, is the predicate noun 
or adjective; as, She walks {attribute) a queen {second attribute.) 

139. Analyze the following sentences according to 
the MODEL given below, paying particular attention to 
the predicates : — 

Washington was chosen commander of the American 
army. 

This is a 

declarative, 
simple sentence, of which 
Washington is the subject, and 
■was chosen commander is the predicate, 
of which was is the auxiliary, chosen is the 
attribute, and commander is the second at- 
tribute. 



COPULATIVE VERBS. 63 

Commander, the second attribute of the predicate, 
is modified by of the American army, 
a complex, adjective element of the second 
class, of which of army is the basis, and 
army is modified by the and American, two 
simple, adjective elements of the first class. 

140. (1.) Tom struts a soldier, open, bold, and brave. 

(2.) Garfield was elected President of the United 
States. 

(3.) Every Sunday shines no Sabbath day to me. 

(4.) Will sneaks a scrivener, an exceeding knave. 

(5.) The amphibious thing now trips a lady. 

(6.) The flowers lately sprung a beauteous sister- 
hood. 

(7.) On thy seven hills of yore, thou sat'st a queen. 

(8.) Has he become a stranger in his own land? 

(9.) He was born a general. 

(10.) For three long years I rode a horse boy in 
his train. 

(11.) His face suddenly turned an unmistakable red. 

(12.) The wind doth blow cold among the dreary 
hills. 

(13.) It seemed indeed a monster. 

(14.) The great general died a hero. 

(15.) The four men were pronounced guilty. 

(16.) These villas are considered handsome homes. 

(17. ) Every braggart shall at length be found a dolt. 

(18.) Their cheerful looks seemed pleasant to us all. 

(19.) This is considered a heavy draught on good 
breeding. 

(20.) Patience maketh many heavy tasks light. 



64 ENGLISH ANALYSIS. 

141. Questions on Lesson XVIII. — What is a 
copulative verb? Give an example. 

142. Written Work for Next Lesson : — 

Mark the first ten sentences of Lesson XIX accord- 
ing to the Model given in Lesson XIV. 

Note.— In sentences with modified compellatives, enclose the inde- 
pendent phrases in parentheses, and mark like the other elements. 



INTERJECTIONS, COMPELLATIVES. 65 



LESSON" XIX. 



INTERJECTIONS, INDEPENDENT PHRASES, COM- 
PELLATIYES. 

143. Interjections have no grammatical connection 
with any other word in a sentence. In analyzing, they 
should be simply pointed out ; as, Alas! It has often hap- 
pened. 

144. The independent phrase is analyzed separately 
from the rest of the sentence in which it occurs. 

145. The leading word or words in an independent 
phrase are said to constitute its basis, because all the 
other words in the phrase depend directly or indirectly 
upon these words. 

14S. The basis of an independent phrase may be either 
simple or compound. It is simple when it consists of 
a single word or a combination of words, and compound 
when it consists of two or more words or combinations of 
words connected by a coordinate conjunction ; as, 

The lady of his love ! Oh ! she was changed ! Simple. 
Oh ! The times and the people ! How changed ! Com- 
pound. 
5 



66 ENGLISH ANALYSIS. 

147. The name of the person or thing addressed, or 
spoken in exclamation is called the Compellative ; as, 

Charge! Chester, charge! 

148. A compellative with its modifiers in a sentence 
constitutes an independent phrase ; as, 

The Pilgrim Fathers! Where are they? 

To sleep! Perchance to dream! Ay! There's the rub. 

149. The independent phrase in a sentence, as it does 
not perform the office of any one of the five elements, is 
said to be an independent element. Its basis is com- 
posed of one or more compellatives. 

150. Analyze the following sentences according to the 
MODEL given below, paying particular attention to the 
independent phrases : — 

MODEL. — The lady of his love ! Oh I She was changed ! 

This is an 

exclamatory, 

simple sentence, of which 

she is the subject. 

was changed is the predicate, was is the auxiliary, 
and changed is the attribute. 

Oh is an interjection, 

The lady of his love, is an independent element of 
the first class, of which lady (the compellative) is the 
basis, limited by the, a simple, adjective, element of 
the first class, also, by of his love, a complex, adjective, 
element of the second class, of which, of love is the 
basis, and love is modified by his, a simple, adjective 
element of the first class. 



INDEPENDENT PHRASES. 67 

151. (1.) Your son, my Lord, has paid a soldier's 
debt. 

(2.) Men, brethren, fathers, hear ye my defence. 

(3.) Plato, thou reasonest well. 

(4.) Those evening bells! those evening bells ! 

How many a tale their music tells ! 
(5.) My friends! Do they, now and then, send 

A wish or a thought after me ? 
(6. ) The warlike of the Isles ! 
The men of field and wave ! 
Are not the rocks their funeral pile ? 
(7.) The foe! They come. 
(8 ) Thou too sail on. Oh ! Ship of State. 
(9.) O Rome, my country, city of the soul! 

The orphans of the heart must turn to thee, 
Lone mother of dead empires ! 
(10.) The Niobe of nations ! There she stands. 
(11.) Yea! Slimy things did crawl with legs 

Upon a slimy sea. 
(12.) Lady! By yonder blessed moon, I swear. 
(13.) How could he mark thee for the silent tomb, 
my proud boy Absalom ? 

(14.) Stewart! What is the matter? 
(15.) Hear the mellow wedding bells ! 

Golden bells ! 
(16.) Oh! Conscience! Conscience! How canst 
thou comfort him ? 

(17.) O polished perturbation! Golden care ! 

That keepest the ports of slumber, open wide ! 
(18. ) Oh mighty Love ! From thy unbounded power 
How shall the human bosom rest secure ? 



68 ENGLISH ANALYSIS. 

(19.) Oh, Popular Applause! What heart of man 

Is proof against thy sweet, seducing charms ! 
(20.) Why sleepest thou, Eve? 

152. Questions on Lesson XIX. — What is an in- 
terjection? How is an independent phrase analyzed? 
What is the basis of an independent phrase ? What two 
kinds of bases may an independent phrase have ? Give an 
example of each. Define compellative. What is an inde- 
pendent element? 

153. Written Work for Next Lesson : — 

Mark the first ten sentences of Lesson XX accord- 
ing to MODEL in Lesson XIV. 

Note. — Two parts of speech may occur in sentences, without gram- 
matical connection with the other words, the Interjection and the Noun In- 
dependent. Some consider the introductory conjunctions and expletives in the 
same way. However that may be, of ail these the independent substan- 
tive alone,may have modifiers. When it is modified, it becomes the basis 
of a phrase. This phrase, as a whole, is independent of all the other 
words in the sentence. Modified compellatives are always the bases of 
independent phrases. The word compellation is derived from two Latin 
words, con and pello pellare {obsolete), to speak. Its exact definition is " a 
style of address, a ceremonious title or appellation; as, sire, sir, madam, 
etc." 



APPOSITIVES AND POSSESSIVES. 69 



LESSON XX. 



NOUNS IN APPOSITION AS BASES. POSSESSIVE NOUNS 
AND PRONOUNS AS BASES. 

154. A noun in apposition, with or without modi- 
fiers, is an element of the first class, and the appos- 
itive itself is the basis ; as, Henry, the king, orders it. 

155. This kind of element may be simple, complex, 
compound, or complex-compound ; as, 

Henry, king. Simple. 

Henry, the king. Complex. 

Henry, king and commander. Compound. 

Henry, the king and commander. Complex-compound .' 

156. A noun or pronoun in the possessive 
case, with or without modifiers, is an element of the 
first class, and the noun or pronoun itself is the basis. 
His name. Arthur's crown. 

157. This kind of element may be simple, complex, 
compound, or complex-compound. 

His Lordship. Simple. 

This man's horse. Complex. 

Andrews and Stoddard' s Grammar. Compound. 

This man and lady's property. Complex-compound. 



70 ENGLISH ANALYSIS. 

158. Analyze the following sentences, according to 
the MODEL given below, paying particular attention to 
the nouns in apposition, and the possessive nouns 
and pronouns : — 

MODEL. — Peter \ the hermit, excited his hearers 9 
passions. 

This is a 

declarative, 

simple sentence, of which 

Peter is the subject, and 

excited is the predicate, 
Peter is modified by the hermit, a complex, adjective 
element of the first class, of which hermit is 
the basis, modified by the, a simple, adjective 
element of the first class ; 
excited is modified by his hearers' passions, a com- 
plex, objective element, of the first class, of 
which passions is the basis, modified by his 
hearers' a complex, adjective element of the 
first class, of which hearers' is the basis, mod- 
ified by his, a simple, adjective element of the 
first class. 

159. (1.) See the beautiful flowers, the attendants of 
Spring. 

(2.) Charles V., Emperor of Germany, abdicated 
his throne. 

(3.) I read General Jackson's letter. 
(4.) And in thy right hand, lead with thee 
The mountain Nymph, sweet Liberty. 



POSSESSIYES. 71 

(5.) Hector's infant blubbered at a plume. 

(6.) Two of us in the churchyard lie, my sister 
and my brother. 

(7.) May the king meet compliance in your looks, 
a free and early yielding to his wishes. 

(8.) The sick and weak the healing plant shall aid, 
From storms a shelter, and from heat a shade. 

(9.) Earth's serenest prospects fly, 
Hope's enchantments never die. 

(10.) The royal family's palace was destroyed by 
fire on the fifth night. 

(11.) Collins, the poet, admired Fairfax, the trans- 
lator of Dante. 

(12.) The city, Chicago, is fast becoming famous 
for its spirit of enterprise. 

(13.) Give me, O Father, to Thy throne, access. 

(14.) Unlearned, he knew no school-man's subtle 
-art. 

(15.) Hope is a lover's staff. 

(16.) O Jealousy! Thou ugliest fiend. Thy deadly 
venom preys on my vitals. 

(17.) Hail! Holy light, offspring of Heaven first born! 
May I express thee unblamed? 

(18.) London, the needy villain's general home, 
Sucks in the dregs of each corrupted state. 

(19.) A lover's eyes will gaze an eagle blind. 

(20.) Love's feeling is more soft and sensible. 

160. Questions on Lesson XX. — How are appos- 
itives disposed of in analyzing ? What is the basis of an 
appositive group? Illustrate by examples. Give an ex- 
ample of simple element of this kind. Complex. Com- 



72 ENGLISH ANALYSIS. 

pound. Complex-compound. How are possessives dis- 
posed of in analyzing? What is the basis of a posses- 
sive group? Give an example of a simple element of this 
kind. Complex. Compound. Complex-compound. 

161. Written Work for Nest Lesson: — 

Mark the first ten sentences of Lesson XXI accord- 
ing to Model in Lesson XIY. 



PARTICIPLES. 73 



LESSON XXI. 



PARTICIPLES AND YERBAL NOUNS. 

162. Participles and participial nouns occur of- 
ten as the bases of first class elements ; as, 

He seeing this said. 

I admire his writing. 

The queen having descended the hill dismounted. 

163. Participles and participial nouns, like verbs, 
may have copulas, auxiliaries, attributes, and sec- 
ond attributes, as well as adverbial and objective 
modifiers. 

Having been called {attribute) a hero {second attri- 
bute). 

Having spoken decidedly, {adverbial modifier). 
Having killed the king, {objective modifier). 

164. Participles for obvious reasons cannot have 
adjective modifiers. 

Note. — Adjectives modify nouns and pronouns. 

165. Participles used as nouns {i.e., verbal nouns) 
may have adjective modifiers ; as, He condemned the 
cruel killing. 



74 ENGLISH ANALrSIS. 

166. Participial bases, in analyzing, are disposed of 
like predicates, in addition to giving their use as modifiers. 

167. Participial nouns occur often as the objects 
of prepositions in second class elements, and as such 
may have their own adjective, adverbial and objective 
modifiers ; as, — 

In walking. 
In walking so rapidly. 
In shooting birds. 
In his walking. 

168. In such cases, the bases of the elements consist of 
the participial nouns with the prepositions which govern 
them; as, 

In his walking. 

169. Elements with participial nouns or participles for 
bases may be either simple, complex, compound, or 
complex-compound. 

170. Analyze the following sentences according to 
the MODEL given below, paying particular attention 
to participles and participial nouns. 

MODEL. — The knight, having called the squire aloud, 
dismounted. 

This is a — 

declarative, 
simple sentence, of which 
knight is the subject, 
dismounted is the predicate, 



VERBAL NOUNS. 75 

knight is modified by the, a simple, adjective, ele- 
ment of the first class, also, by having called the squire 
aloud, a complex, adjective element of the first class, 
of which having called is the basis (Jiaving being the 
auxiliary, and called the attribute'), modified by the 
squire, a complex, objective element of the first class, 
of which squire is the basis, modified by the, a simple, 
adjective element of the first class, also, by aloud, a 
simple adverbial element of the first class. 

MODEL. — They fined Mm on account of his rudely 
addressing the presiding officer. 

This is a — 

declarative, 
simple sentence, of which 
they is the subject and 
fined is the predicate. 

Fined is modified by him, a simple, objective ele- 
ment of the first class, also by on account of 
his rudely addressing the presiding officer, a 
complex, adverbial element, of the second 
class, in which on account of addressing is the 
basis, addressing is modified hy his, a simple, 
adjective element of the first class, also, by 
rudely, a simple, adverbial element of the 
first class ; it is further modified by, the presid- 
ing officer, a complex, objective element, of 
the first class, of which officer is the basis, 
modified by the and presiding, two simple, ad- 
jective elements of the first class. 



76 ENGLISH ANALYSIS. 

171. (1.) So closing his heart, the judge rode on. 

(2.) I saw a man .cutting wood. 

(3.) The young maiden was seen extending her 
hands toward heaven. 

(4. ) Having lost his wealth, he was deserted by many 
called formerly friends. 

(5.) He employs his time in teaching arithmetic. 

(6.) After having read the papers, I returned them. 

(7.) Judas, surnamed Iscariot, betrayed Christ. 

(8.) Can you doubt my being your friend? 

(9.) Eevenge a wrong by forgiving it. 

(10.) She prided herself upon being an excellent 
contrivor in housekeeping. 

(11.) These are the remarks of an humble and teach- 
able spirit kneeling at the shrine of nature. 

(12.) Delating in male attire, the empire new began. 

(13.) The law severely contrabands 

Our taking business off men's hands. 

(14.) Then comes the infant, riding its father's 
walking stick. 

(15.) To their unguarded nests, these weasel Scots 
came stealing. 

(16.) Being in, bear it. 

(17.) Then a soldier, 

Full of strange oaths, 

Jealous in honor, sudden and quick in quarrels, 

Seeking the bubble, reputation, 

Even at the cannon's mouth. 

( 18. ) He wisely knoweth it by compounding and com- 
plying. 

(19.) Often effort is made informing matrimonial 
alliances to reconcile matters relating to fortune. 



VERBAL NOUNS. 77 

(20.) A soul exasperated in ills falls out 
With everything, its friend, itself. 

172. Questions on Lesson XXL — Give an exam- 
ple of a participle as the basis of a first class element. 
What do participle and participial noun bases include? 
What kind of modifiers may participial bases have ? May 
they have adjective modifiers ? Why ? Give an example of 
a participial basis with an adverbial modifier. Objective 
modifier. What kinds of modifiers may participial nouns 
have ? Give an example of a participial noun with an adjec- 
tive modifier. Adverbial modifier. Objective modifier. 
Give an example of a participial noun as the substantive 
in the basis of a second clags element. 

173. Written Work for Next Lesson : — 
Mark the fast ten sentences of Lesson XXII according 

to MODEL in Lesson XIV. 



78 ENGLISH ANALYSIS. 



LESSOR XXII. 



OBJECTIVE ELEMENTS. 

174. An objective element maybe single direct, 
indirect, or double direct ; as, 

I shall give the book (single direct) to John (indirect. ) 
They call him friend (double direct.) 

175. The direct object is the person or thing di- 
rectly affected by the action of a transitive verb, or parti- 
ciple ; as, We love flowers. 

176. The indirect object is that to, or for which 
an action is exerted; as, We shall give them their books. 
Speak to thy mother. 

177. In analyzing, the indirect object is an element 
of the second class, whether its preposition be expressed 
or understood; as, Give me the book. Give the book 
to me. 

178. Two objects, which occur with certain verbs, one 
being the object and the other some attributive of it, are 
called double direct ; as, They appointed him President. 

Note.— Some grammarians classify the indirect as a part of the double 
object. But we think, for analytical purposes, at least, it is better to con- 
sider it as a separate object. Because it is always of the second class, 



DOUBLE OBJECTS. 79 

and the direct object with which it is connected is usually of the first 
class. It is often difficult to distinguish between indirect objects and ad- 
verbial elements. Such a distinction is not considered of great impor- 
tance. Several of the best authorities have been much inclined, in 
analyzing, to dispose of indirect object phrases as adverbs, and thus prac- 
tically avoid the indirect object. 

179. Analyze the following sentences according to the 
MODELS given below, paying particular attention to 
the objective elements: — 

MODEL. — The Americans chose George Washington 
of Virginia, President. 

This is a 

declarative, 
simple sentence, of which 
Americans is the subject, and 
chose is the predicate ; 
Americans is modified by the, a simple adjective 

element, of the first class ; 
chose is modified by George Washington, of Vir- 
ginia, President, a complex, objective element, 
of the first class, of which George Washington, 
President, is the basis and double object ; 
George Washington, the first part of the 
double object, is modified by of Virginia, a 
simple, adjective element, of the second class. 

MODEL II. — / hope to go soon. 

This is a 

declarative, 
simple sentence, of which 
I is the subject, and 
hope is the predicate; 



80 ENGLISH ANALYSIS. 

hope is modified by to go soon, a complex, objective 
element, of the second class, of which to go 
is the basis ; go is modified by soon, a simple, 
adverbial element, of the first class. 

MODEL III. — Give me the book. 

This is an 

imperative, 

simple sentence, of which 

thou or you understood is the subject, 

give is the predicate ; 
give is modified by iome,a simple, objective element, 
of the second class (to understood), also by the 
book, a complex, objective element, of the 
first class, of which book is the basis, modified 
by the, a simple, adjective element, of the 
first class 

180. ( 1 . ) Romulus called the city Eome. 

(2.) Most boys love to play. 

(3.) Whom does this stranger term friend? 

(4.) Some one calls a blush the color of virtue. 

(5.) God has created you men of no little ability. 

(6.) You have rendered yourselves almost brutes. 

(7.) He called the flowers, so blue and golden, stars 
shining in Earth's firmament. 

(8.) Who can desire to die a drunkard's death? 

(9.) Ah! Grandfather! Do tell us a tale of the 
olden time. 

(10.) Give me the daggers. 

(11.) We have delivered those people out of their 
bondage. 



INDIRECT OBJECTS. 81 

(12.) Make God's law the rule of your life. 

(13.) Brightest and best of the sons of the morning, 

Lend us thine aid. 

(14.) Give us this day our daily bread. 

(15.) Cheerful looks make every dish a feast. 

(16.) I consider them a draught on good breeding. 

(17.) His hand hath made you good and fair. 

(18.) The master makes the horse fat. 

(19.) In our great and unnecessary anxiety, we 
make them real enemies. 

(20.) All the prisoners declared themselves innocent 
parties. 

181. Questions on Lesson XXII. — How many 
kinds of objects are there? Define direct object. Give 
an example. Define indirect object. Give an example. 
How is an indirect object classified in analyzing? Define 
double object. Give an example. 

182. Written Work for Next Lesson : — 

Mark the first ten sentences of Lesson XXHI, ac- 
cording to Model in LESSON XIV. 

6 



82 ENGLISH ANALYSIS. 



LESSON XXIII. 



COMPOUND SUBJECTS AND PREDICATES. 

183. The subject of a sentence, the predicate, or 
both, may be compound, and the modifiers may apply 
to the entire subject or predicate, or to one or more parts 
of either. 

184. Analyze the following sentences according to the 
MODEL given below, paying particular attention to the 
compound subjects and predicates. 

MODEL. — Blemishes may die away and disappear 
amid the brightness. 

This is a 

declarative, 
simple sentence, of which 
blemishes is the subject, and 
may die and disappear is the compound 
predicate, connected by the conjunction 
and; may is the auxiliary, and die and dis- 
appear is the compound attribute ; 

may die, the first part of the compound predicate, 
is modified by away, a simple, adverbial ele- 
ment, of the first class ; 



COMPOUND SUBJECTS AND PREDICATES. 83 

may die and disappear, the predicate, is modified 
by amid the brightness, a complex, adverbial 
element of the second class, of which amid 
brightness is the basis, and brightness is mod- 
ified by the, a simple, adjective element, of 
the first class. 

185. (1.) At every turn, with dinning clang, 

The armorer's anvil clashed and rang. 
(2.) His brains and brimstone are the Devil's dish 
to a fat usurer's head. 

(3.) Oh! Run, prevent them with thy humble ode, 
and lay it lowly at his blessed feet. 

(4.) Israel shall blossom, and bud, and fill the face 
of the world with fruit. 

(5.) Command and force may often create an aver- 
sion, but can never cure one. 

(6.) Bid him farewell, commit him to the grave. 
(7.) By many a death bed have I been, 
And many a sinner's parting seen. 
(8.) But question fierce and proud reply, 

Give signal soon of dire debate. 
(9.) He kept with princes due decorum, 
Yet never stood in and before 'em. 
(10.) Rocks, mountains, and other elevations of the 
earth, suffer a continued decrement. 

(11.) Thou canst dismiss the world and soar ; 
Or at a half -felt wish for rest 
Can'st smooth the feathers on thy breast, 
And drop forgetful to thy nest. 
(12.) A vague unrest 

And a nameless longing filled her breast. 



84 ENGLISH ANALYSIS. 

(13.) Brother and sister wound their arms around 
each other, and fell fast asleep, locked together. 

(14.) But the sound of the church-going bell 
Those valleys and rocks never heard. 

(15.) Who guides below and rules above? 

(16.) Greatness and discernment are two different 
things. 

(17.) My joys, my griefs, my passions, and my 
powers, were my friends. 

(18.) Grief lies in my bed, walks up and down with 
me. 

( 19. ) Lovers and madmen have such seething brains, 
such shaping fantasies. 

(20.) One look, one glance from the fair sex, fixes 
and determines us. 

186. Questions on Lesson XXIII. — May a sub- 
ject be compound? A predicate? What is said of the 
modifiers of compound subjects and predicates? Give an 
example of a sentence with a compound subject. A com- 
pound predicate. 

187. Written Work for Next Lesson : — 
Mark the first ten sentences of Lesson XXIV ac- 
cording to Model in Lesson XIV. 



EXPLETIVES. 85 



LESSON XXIV. 



EXPLETIVES. 



188. Sentences and propositions are often introduced 
by it or there used as expletives, standing in the place 
of some other word or words found elsewhere in the sen- 
tence ; as, It is healthful to walk. 

Note. — It is an expletive standing in the place of the subject to walk. 

189. Participles and infinitives, with or without 
modifiers occur, as the subjects of propositions, as 

well as in other relations of the substantive ; as, To ivalk 
is healthful. Walking is healthful. 

190. Second class elements, consisting of prepo- 
sitions with their objects, may be used as the subjects 
of propositions as well as in other relations of the sub- 
stantive ; as, For one to walk is healthful. 

191. Sentences with such subjects are often introduced 
by expletives ; as, It is healthful to walk. It is healthful 
Jor one to walk. 

192. Analyze the following sentences according to 
MODELS given below, paying particular attention to 
the expletives and subjects. 



86 ENGLISH ANALYSIS. 

MODEL I. — It is not desirable for me to speak now. 

This is a — 

declarative 

simple sentence, of which 

for me to speak now is the subject and 

is desirable is the predicate, is being the 
copula and desirable the attribute. 
The subject is a complex (principal), element of the 
second class, of which for me is the basis, 
me is modified by to speak now, a complex ad- 
jective element of the second class, of which 
to speak is the basis and speak is modified by 
noiv, a simple adverbial element of the first 
class. The predicate is desirable is modified 
by not, a simple adverbial element of the first 
class. It is an expletive. 

MODEL II. — Walking by moonlight was her favor- 
ite amusement. 

This is a — 

declarative, 
simple sentence, of which 
walking is the subject and 
was amusement is the predicate, was be- 
ing the copula and amusement the attribute. 
■walking is modified by by moonlight, a simple, 
adverbial element of the second class, amuse- 
ment, the attribute, is modified by her and/a- 
vorile, two simple adjective elements of the 
first class. 



PARTICIPLES AND IXFINITDTES. 87 

(1.) Lying is base. 

(2.) It is wrong for men to deceive. 

(3.) It strengthens the mind to study. 

(4.) To hate our foes is forbidden. 

(5.) Theirs not to make reply! 
Theirs not to reason why ! 
Theirs but to do or die ! 

(6.) To bear your father's name is indeed an honor 
to you. 

(7.) For me to profane the word would be a kind of 
ingratitude. 

(8.) Can it ever be right to do wrong? 

(9.) Waiting on the bank for the river to run by is 
foolish, indeed. 

(10.) It would be better for you to go. 

(11.) There is no necessity to avoid harshness in 
such a case. 

(12.) At every trifling scorn to take offence — 

That always shows great pride or little sense. 

(13.) To laugh were want of goodness and of grace. 

( 14. ) Oh ! It is excellent to have a giant's strength ! 

(15. ) To meet the husbandman early abroad was his 
object. 

(16.) There is a brain to endure but one scumming. 

(17.) True conscience, honor is to feel no sin. 

(18.) It is a proof of mediocrity of intellect to be 
addicted to telling stories. 

(19.) To smile at the jest is to become a principal 
in the mischief. 

(20.) 'Tis the property of all true knowledge, espec- 
ially spiritual, to enlarge the soul by filling it. 



88 ENGLISH ANALYSIS. 

193. Questions on Lessons XXII. — What is an 
expletive ? Name those commonly used. Give an example 
illustrating the use of it as an expletive. There. What 
peculiar subjects often occur as explained in this lesson? 
Give an example of an infinitive as subject. A participle. 
A preposition with its object. 

194. Written Work for Next Lesson : — 

Mark the first ten sentences of Lesson XXV accord- 
ing to Model in Lesson XIV. 



OBJECTIVE SUBJECTS. 89 



LESSON XXV. 



OBJECTIVE SUBJECTS. 

195. A noun or pronoun as the object of a verb or 
preposition, and at the same time the subject of an in- 
finitive, may be called an objective subject ; as, — 

They requested the soldiers to move. 

A request was made for the soldiers to move. 

For the soldiers to move was not desirable. 

196. When the objective subject occurs as the 
object of a verb or participle, it is the basis of a 
first class element; as, They requested the soldiers 
to move. 

197. When the objective subject occurs as the ob- 
ject of a preposition, it is, with its governing preposition, 
the basis of a second class element ; as, For the 
soldiers to move was not desirable. 

198. Analyze the following sentences according to 
the MODEL given below, paying particular attention to 
the objective subjects : — 

199. MODEL I. — I believe him to be an honest man. 



90 ENGLISH ANALYSIS. 

This is a 

declarative, 

simple sentence, of which 

I is the subject, and 

believe is the predicate ; 
believe is modified by him to be an honest man, a 
complex, objective element, of the first class, 
of which him is the basis ; him is modified by 
to be an honest man, a complex, adjective ele- 
ment of the second class, of which to be man 
is the basis ; be is the copula, man is the at- 
tribute, and to is the sign of the infinitive ; 
man is modified by an and honest, two simple, 
adjective elements, of the first class. 

MODEL II. — An invitation for ns to come, has 
already been sent. 

This is a 

declarative, 
simple sentence, of which 
invitation is the subject, and 
has been sent is the predicate, of which 
has and been are the auxiliaries, and sent is 
the attribute ; 
invitation is modified by an, a simple, adjective 
element, of the first class ; also by for us to 
come, a complex, adjective element, of the sec- 
ond class, of which for us is the basis, and us 
is modified by to come, a simple, adjective 
element, of the second class. 



OBJECTIVE SUBJECTS. 91 

200. (1.) They deny it to be tragical. 

(2.) Go, command your mistress to come to me. 

(3.) I, on the other side, asked no ambition to com- 
mend me. 

(4.) He commanded the horse to be saddled. 

(5.) I confess myself in fault. 

(6. ) Will you suffer him to be deceived by the prom- 
ises of this vain pretender ? 

(7. ) Hark ! Let not occasion show us to be watchers. 

(8.) We all thought this to be the opinion of all his 
friends. 

(9.) A slight desire was manifest for the friends of 
Campbell to be present at his initiation. 

(10.) The birds occupying the bos had, themselves, 
forced previous occupants to vacate in their favor. 

(11.) Bid him return. 

(12.) Can you expect me to write the letter, and 
then to blame it, myself, on account of its deficiencies ? 

(13.) What honest man or woman could or would 
attempt to induce or force a person to deny his nativity 
for a little gold. 

(14.) Tell my mother not to grieve for me. 

(15.) You must ask your friends to assist you. 

(16.) For the multitude to be ungrateful were to 
make a monster of the multitude. 

(17.) Marcus sent for me to come with all possible 
speed. 

(18.) Can we expect boys and girls to become use- 
ful citizens without the proper opportunities at school ? 

(19.) How have you made those cups shine so, Par- 
thenia ? 



92 ENGLISH ANALYSIS. 

(20.) Bid my retainers arm with speed, 
Call every vassal in. 

201. Questions on Lesson XXV. — Explain the 
objective subject. When the objective subject is the di- 
rect object of the verb, what is the basis of the element? 
To what class of elements does the group belong? When 
it is the object of a preposition, what is the basis of the 
group? To what class of elements does it belong? 

202. Written Work for Next Lesson: — 

Mark the first ten sentences of Lesson XXVI accord- 
ing to MODEL in Lesson XIV. 



NOMINATIVE ABSOLUTES. 93 



LESSON XXVI. 



NOMINATIVE ABSOLUTES. 

203. The nominative absolute occurs with a par- 
ticiple which has the nature of a modifier. It is, there- 
fore, the basis of an important first class element ; as, 
{He having resisted) I arrested him. 

204. This phrase or group, as a whole, is a modifier of 
the predicate, and may, therefore, be disposed of as a 
complex, adverbial element of the first class ; as, 
{He having resisted), I arrested him. 

205. The nominative absolute phrase may be 
either complex or complex-compound. It is com- 
plex when its basis consists of a single word, with the at- 
tendant participial modifier, and compound when com- 
posed of two or more such combinations, connected by 
coordinate conjunctions ; as, 

{He having resisted), I arrested him. 
(The king and queen having consented), who can pre- 
vent us ? 

Note. — It is worthy of notice, that a nominative absolute basis can- 
not be simple or compound, a remarkable exception to the general na- 
ture of elements. 



94 ENGLISH ANALYSIS. 

206. Analyze the following sentences according to 
MODEL, paying particular attention to the nomina- 
tive absolute phrases. 

MODEL. — His father dying, lie was driven to London 
by his poverty. 

This is a — 

declarative, 

simple sentence, of which 

he is the subject, and 

was driven is the predicate, was is the 
auxiliary and driven is the attribute. 
Was driven is modified by His father dying, a 
complex, adverbial element of the first class, 
of which father is the basis, modified by his 
and dying, two simple adjective elements of 
the first class, ivas driven is further modified 
by to London, a simple adverbial element of 
the second class, also, by by his poverty, a 
complex, adverbial element of the second class, 
of which by poverty is the basis and poverty is 
modified by his, a simple adjective element of 
the first class. 

Note. —By changing the nominative absolute phrase in the above sen- 
tences into the corresponding clause it may be more clearly seen that the 
phrase is a modifier of the predicate. Thus, His father dying is equivalent 
to when Ms father died, which is an adverb of time modifying was driven, 
i.e., it answers the question when? after the predicate was driven. 

207. (1.) Shame being lost, all virtue is lost. 

(2.) These matters having been arranged, the com- 
pany separated. 



NOMINATIVE ABSOLUTES. 95 

(3.) These truths being known, what honest tri- 
umphs flushed their breasts. 

(4. ) Her wheel at rest, the matron thrills no more 
With treasured tales, and legendary lore. 

(5.) The war finished and order restored, the coun- 
try has recovered from its prostration. 

(6.) The passions having been subdued, a man's 
worst enemies are subdued. 

(7.) Thus done the tales, to bed they creep, 
By whispering winds soon lulled to sleep. 

(8. ) They having made gestures of authority, he sev- 
ered the thongs of the captive with a knife. 

(9.) Time and tides waiting for no man, we should 
make the most of our opportunities in dealing with time 
and tides. 

(10.) You being conscious of right, I do not fear the 
result of your action. 

(11.) Armed so strong in my honesty, there is no 
terror in your threats. 

(12.) Occupation being absent, there is not neces- 
sarily rest. 

(13.) I praise ye much, ye meek and lowly pair, ye 
being worthy. 

(14.) Be and continue poor, young man, others 
around you growing rich by fraud. 

(15.) People are seldom ungrateful to us, we contin- 
uing in condition to assist them. 

(16.) It leading to a better life, he considers it a 
long life. 

(17.) Every man being born to die, none can boast 
felicity. 



96 ENGLISH ANALYSIS. 

(18.) Youth not keeping in breath with exercise and 
in heart with joyfulness, it will never live to old age. 

(19.) Considering life, is it all a cheat? 

(20. ) She pitying the dangers endured by me, I loved 
her. 

208. Questions on Lesson XXVI. — What is a 
nominative absolute ? How may a group with a nominative 
absolute basis be classified in analyzing. May such an 
element be simple or compouad? Complex or complex- 
compound? Give an example of each of the last two. 

209. Written Work for Next Lesson : — 

Mark the first ten sentences of Lesson XXVII ac- 
cording to MODEL in Lesson XIV. 



IMPORTANT CONSTRUCTIONS. 97 



LESSON XXVII. 



IMPORTANT CWSTRUCTIONS. 

210. In analyzing, keep constantly in mind that the 
following constructions occur as the bases of first class el- 
ements, and that such bases take in connection with 
themselves a great variety of modifiers 

(1.) Nouns in apposition ; as, I (the king) did it. 

(2.) Compellatives; as, O! (Great king), beware. 

(3.) Participles and participial nouns; as, 
The king (hearing him) answered with dignity. 

(4.) Nominatives absolute; as, (He, being 
king,) who will displease him? 

(5.) Objective subjects; as, He ordered (the 
king to dismount). 

(6.) Double objects; as, They annointed (Saul, 
king of Israel. ) 

211. Keep in mind, also, — 

(1.) That copulative verbs take two attri- 
butes; as, Mary has become queen. 

(2.) That it and there frequently occur as exple- 
tives ; as, It is sweet to live. There are many such 
men. 
7 



98 ENGLISH ANALYSIS. 

(3.) That infinitives and participles, like nouns, 
often occur as subjects, objects, and attributes in 
sentences ; as, To live is sweet. Lying is base. My 
expectation is to go. His occupation is trading. We 
do not expect to win. We enjoy walking. 

212. Questions on Lesson XXVII. — Give an ex- 
ample of a noun in apposition, as the basis of a complex 
element. Point out the basis. Mention its modifiers. 
Give an example of a compellative as the basis of a com- 
plex element. Point out the basis. Mention its modi- 
fiers. Give examples of a participle and a participial 
noun, as bases of complex elements. Point out the bases. 
Mention their modifiers. Give an example of a nominative 
absolute, as the basis of a complex element. Point out 
the basis. Mention its modifiers. Give an example of an 
objective subject as the basis of a complex element. Point 
out the basis. Mention its modifiers. Give an example 
of a double object, as the basis of a complex element. 
Point out the basis. Mention its modifiers. Give an ex- 
ample of a sentence with a copulative verb. Point out 
the attribute. The second attribute. Give an example 
of a sentence containing the expletive it. The expletive 
there. An infinitive used as subject. As object. As at- 
tribute. A participle used as subject. As object. As 
attribute. 

213. Written Work for Next Lesson : — 

Mark the first ten sentences in Lesson XXVIII ac- 
cording to MODEL in Lesson XIV. 

ETote. — Answers to the questions in this Lesson may be written be- 
fore coming to recitation, and given in class by reference to the writing. 



SIMPLE SENTENCES. 99 



LESSON XXYIII. 



EXERCISE ON SIMPLE SENTENCES. 

214. Analyze the following sentences according to 
the Models previously given. 

( 1 . ) The most consummate hypocrite cannot, at all 
times, conceal the workings of his mind. 

(2.) It is hard to personate and act a part long. 

(3.) Do not despair with the continuation of life and 
reason. 

(4.) Few people know how to be old. 

(5.) Virtuous and wise he was, but not severe. 

(6.) It is difficult to grow old gracefully. 

(7.) It is the height of art to conceal art. 

(8.) We make another man's judgment ours by fre- 
quenting his company. 

(9.) There is no being eloquent for Atheism. 

(10.) For her own person it beggared all de- 
scription. 

(11.) She seizes their hearts, not waiting for consent. 

(12.) A native grace 

Sat fair proportioned on her polished limbs, 
Veiled in a simple robe, their best attire. 



100 ENGLISH ANALYSIS. 

215. Instead of analyzing by the 'Models, teachers 
may ask questions similar to the following, with equal 
effect : — 

Questions on Sentence (1), of Lesson XXVIII.— 

What is the subject? The predicate? How many 
modifiers has the subject? Name them. Are any of 
them complex ? Which ? What is its basis ? How many 
modifiers has the predicate ? Name them. What kind of 
an element is its second modifier in reference to its form 
and construction? What is its basis? By what is the 
substantive of the basis modified ? What kind of an ele- 
ment is its third modifier in reference to its form and 
construction? What is its basis? By what is this basis 
modified? What first class element in this sentence con- 
tains another first class element within itself? What first 
class element in this sentence contains a second class ele- 
ment in itself? What kind of a sentence is it, as a whole, 
in reference to its form and construction? 

Wote. — By using questions similar to the above, instead of analyzing 
by Model, repetition may be avoided, and time saved. By this method, 
only the unfamiliar, rare, and important points need be brought out, and 
a greater number of sentences may be examined in a given time, than by 
using the Models. Let the answers be required in the terms of the 
Models. 

216. Written Work for Next Lesson : — 

Mark the first ten sentences in Lesson XXIX accord- 
ing to the MODEL in Lesson XIV. 



SIMPLE SENTENCES. 101 



LESSON XXIX. 



EXEECISE ON SIMPLE SENTENCES. 

217. Analyze the following sentences according to 
the Models previously given. 

(1.) There is no use of money equal to that of benefi- 
cence. 

(2.) There was speech in their dumbness. 

(3.) The good old man, too eager in dispute, flew 
high. 

(4.) My advice is to consult the lives of other men. 

(5. ) A good book is the precious life blood of a mas- 
ter-spirit, embalmed and treasured up on purpose to a 
life beyond life. 

(6.) It is a good thing to learn caution by the mis- 
fortune of others. 

(7.) Neither the sun nor death can be looked at 
steadily. 

(8.) To what base uses we may turn ! 

(9.) To fear the worst oft cures the worst. 

( 10. ) Get not your friends by bare compliments, but 
by giving them sensible tokens of your love. 

(11.) It is well worth while to learn how to win the 
heart of a man the right way. 



102 ENGLISH ANALYSIS. 

(12.) Friends condemned, embrace and kiss, and 
take ten thousand leaves. 

218. Instead of analyzing by the Models, teachers 
may ask questions similar to the following with equal ef- 
fect. : 

Questions on sentence (1) of Lesson XXIX. — 

What kind of sentence is it, as a whole, with reference to 
its form and construction ? Explain the use of the first 
word in the sentence. What is the subject? The predi- 
cate? Of how many words does the grammatical predi- 
cate consist? What are they? Which is the attribute? 
How many modifiers has the subject? Name them. To 
what class does each belong? What modifier has the 
predicate? To what class does it belong? What form 
of construction? What is its basis? What modifier has 
the substantive of its basis? Transpose the sentence 
and make it express the same idea, leaving out the ex- 
pletive. 

219. Written Work for Next Lesson : — 

Mark the first ten sentences in Lesson XXX accord- 
ing to the MODEL in Lesson XIV. 



SIMPLE SENTENCES. 103 



LESSON XXX. 



EXERCISE ON SIMPLE SENTENCES. 

220. Analyze the following sentences according to 
the Models previously given. 

(1.) To be influenced by passions for the same pur- 
suits, and to have similar dislikes is the rational ground- 
work of lasting friendship. 

(2.) Let friendship creep gently to a height. 

(3.) Talent lying in the understanding is often in- 
herited. 

(4.) It is the common frenzy of the ignorant multi- 
tude to be always engaging Heaven on their side. 

(5.) A king may be a tool, a thing of straw. 

(6.) It is a dangerous thing to try experiments in a 
government. 

(7.) The display of elemency by princes is not un- 
frequently a political manoeuvre to gain the affections 
of the people. 

(8.) Thus we debase 

The nature of our seats, and make the rabble 
Call our cares, fears. 

(9.) The science of governing is merely a science of 
combinations, of applications and of exceptions accord- 
ing to time, place and circumstances. 



104 ENGLISH ANALYSIS. 

(10.) Gravity is a nrystery of the body, invented to 
conceal the defects of the mind. 

(11.) Some have greatness thrust upon them. 

(12.) O how bitter a thing it is, to look into hap- 
piness through another man's eyes! 

221. Instead of analyzing by MODEL teachers may 
ask questions similar to the following with equal effect: — 

Questions on sentence (1) of Lesson XXX. — 

What kind of sentence is it, as a whole, in reference to 
its form and construction? What is its subject? Ans. 
To be influenced and to have. What is the predicate? 
Ans. Its ground-ivork. Name its copula and attribute. 
What kind of element is the subject in reference to its 
construction, use and form? Ans. A complex-compound, 
principal element of the second class. What is its basis? 
Ans. To be influenced and to have. Of what does the 
first member of this basis consist? Ans. The sign to of 
the infinitive, the auxiliary be, an the attribute influenced. 
What modifier has the first member of this basis ? Ans. 
By passions for the same pursuits. What kind of element 
is it in reference to its construction, use, and form? 
Ans. Complex, adverbial element of the second class. 
What is its basis? The substantive of its basis has what 
modifier? What is its basis? The second part of the 
basis in the subject has what modifier? What is this 
modifier in reference to its use? The attribute of the 
predicate has how many modifiers? Name them. What 
is the basis of the last one? What modifier has the sub- 
stantive of this basis ? 

222. Written Work for Next Sesson : — 
Mark the first ten sentences in Lesson XXXI accord- 
ing to the MODEL in Lesson XIV. 



SIMPLE SENTENCES. 105 



LESSON XXXI. 



EXERCISE OS SIMPLE SENTENCES. 

223. Analyze the following sentences according to 
the MODELS previously given : — 

( 1 . ) There never was a great man without Divine 
inspiration. 

(2.) Grief softens the mind and makes it fearful and 
degenerate. 

(3.) The happiness of the human race in this world, 
does not consist in one being devoid of passions, but 
in one learning to command them. 

(4.) It is one species of despair to have no room to 
hope for any addition to one's happiness. 

(5.) To escape hatred is to gain a triumph. 

(6.) Physic is of little use to a temperate person 

(7.) Life is not to live, but to be well. 

(8.) Preserving the health by too strict a regimen is 
a wearisome malady. 

(9.) At length his lonely cot appears in view, be- 
neath the shelter of an aged elm. 

(10.) The touch of kindred too and love, he feels. 

(11.) No more the freshness of the falling dew, 

Cool and delightful here shall bathe mv head. 



106 ENGLISH ANALYSIS. 

(12.) Auspicious Hope ! In thy sweet garden grow 
Wreaths for each toil, a charm for every woe. 

224. Instead of analyzing by MODEL teachers may 
ask questions similar to the following with equal ef- 
fect : — 

Questions on sentence (12) of Lesson XXXI. — 

What kind of sentence is it in reference to its form and 
construction? What is the subject? What is the predi- 
cate? Point oat the independent phrase in the sentence. 
What is its basis ? What modifier has this basis ? Point 
out the compellative in this sentence. Give the different, 
modifiers of the word ivreaths. Give the different modi- 
fiers of the word charm. What kind of element is its 
last modifier in reference to its construction and form? 
What is its basis? What modifier has the substantive of 
this basis? 

225. Written Work for Next Lesson : — 

Mark the first ten sentences in Lesson XXXII accord- 
ing to MODEL in Lesson XIV. 



SIMPLE SENTENCES. 107 



LESSON XXXII. 



EXERCISE ON SIMPLE SENTENCES. 

226. Analyze the following sentences according to 
the MODELS previously given : — 

(1.) How sweet and soothing is this hour of calm! 

(2.) A desire to resist oppression is implanted in 
the breast of man. 

(3.) Nor vice, nor virtue had the power, 
Beyond the impression of the hour. 

(4. ) There are many tender and holy emotions flying 
about in our inward world. 

(5.) Try to be happy in this very moment, and put 
not off being so to a time to come. 

(6.) Yes! Thou art ever present, Power Supreme! 
Not circumscribed by time, nor fixed to space, 
Confined to altars, nor to temples bound. 

(7.) O, Abner! I fear my God, and none but him. 

(8.) I take it to be a principle of life, not to be too 
much addicted to any one thing. 

(9. ) How use doth breed a habit in a man ! 

(10.) One of the most important, but one of the 
most difficult things for a powerful mind is to be its 
own master. 



108 ENGLISH ANALYSIS. 

(11.) In speaking or in writing, a gentleman is 
known by his style. 

(12.) Not being untutored in suffering, I learn to 
pity those in affliction. 

Instead of analyzing by MODEL, teachers may ask 
questions similar to the following with equal effect : — 

227. Questions on sentence (5), Lesson XXXII. 

— What kind of sentence is it, as a whole, in refer- 
erence to its form and construction ? What is its subject ? 
What is its predicate? What does the conjunction and 
connect? What modifier has the first part of the com- 
pound predicate? What kind of element is it in 
reference to its construction, use, and form? What is this 
basis? What three parts has this basis ? What modi tier 
has this basis? What kind of element is it in refer- 
ence to its construction, use, and form? How many 
adverbial modifiers has the second part of the compound 
predicate? Name them. What circumstance does each 
one denote? What objective element has the second part 
of the compound predicate ? What is its basis ? What 
modifiers has this basis? What kind of element is its 
modifier, in reference to its construction, use, and 
form? What is its basis? What two modifiers has this 
basis ? What is the form of the last modifier of the two ? 
The construction? The use? 

228. Written Work for Next Lesson: — 

Mark the first ten sentences in Lesson XXXIII ac- 
cording to the MODEL in Lesson XIY. 



SD1PLE SENTENCES. 109 



LESSON XXXIIL 



EXEKCISE OX SIMPLE SENTENCES. 

229. Analyze the following sentences according to 
the MODELS previously given : — 

(1) Truth is simple, requiring neither study nor art. 

(2) Truth, by whomsoever spoken, comes from God. 
(3.) So men are to be esteemed for virtue, not for 

wealth. 

(4.) All men now contend for gold, true piety being 
banished from the world. 

(5.) Wealth is now become the ground of claim to 
respect and consideration among men. 

(6.) It is easy to be wise for others. 

(7.) Grace, being the soul of your complexions, 
should keep the body of it ever fair. 

(8. ) Coquettes make a merit of being jealous of their 
lovers to conceal their being envious of other women. 

(9.) Fear and niceness, the handmaidens of all 
women, are more truly woman, its pretty self. 

(10.) She will outstrip all praise, and make it halt 
behind her. 

(11.) The sun went down in clouds, and seemed to 
mourn ■ 
The sad necessity of his return. 



110 ENGLISH ANALYSIS. 

(12.) See through this air, this ocean and this earth, 
All matter quick and bursting into birth. 

230. Instead of analyzing by MODEL teachers may 
ask questions similar to the following with equal effect : — 

Questions on Sentence (1), Lesson XXXIII. — 

What kind of sentence is it, as a whole, in reference to 
its form and construction? What is its subject? What 
is its predicate? What modifier has the subject? What 
kind of element is it in reference to its form and con- 
struction? What is its basis? What modifier has its 
basis? What kind of element is this modifier with 
reference to its construction, use, and form? By what 
are the two members of its basis connected ? What part 
of speech is this connecting word? What kind of con- 
junction? What is the use of the word neither? What 
part of speech is it? What kind of conjunction? 

231. Written Work for Next Lesson. — 

Mark the first ten sentences in Lesson XXXIV ac- 
cording to the MODEL in Lesson XIV. 



SIMPLE SENTENCES. Ill 



LESSON XXXIY. 



EXERCISE ON SIMPLE SENTENCES. 

232. Analyze the following sentences according to 
the MODELS previously given : — 

(1.) By viewing nature, nature's handmaid, art 

Makes mighty things from small beginnings 
grow. 
(2.) Through every pulse the music stole, 

And held sublime communion with the soul, 
Wrung from the coyest breast, the imprisoned 

sigh, 
And kindled rapture in the coldest eye. 
(3.) Both love of men and respects for their rights 
are duties. 

(4. ) It is folly for an eminent man to think of es- 
caping censure. 

(5.) The wise and active conquer difficulties by dar- 
ing to attempt them. 

(6.) Busy yourselves not in looking forward to the 
events of to-morrow. 

(7.) I look upon enthusiasm in all points to be a 
very necessary turn of mind. 

(8.) I have seen the dumb men throng to see him, 
and the blind men to hear him speak. 



112 ENGLISH ANALYSIS. 

(9.) The truest mark of being born with great qual- 
ities, is being born without envy. 

(10.) The world is all a dream, the consciousness of 
something existing. 

(11.) What is this life but a circulation of little meap 
actions ? 

(12.) Our reason lies asleep by us. 

233. Instead of analyzing by MODEL teachers may 
ask questions similar to the following with equal effect : — 

Questions on Sentence (4), Lesson XXXIV. — 

What kind of sentence is it, as a whole, in reference to its 
form and construction ? How should the first word in the 
sentence be disposed of? What is the subject? What is 
the predicate? What kind of element is the subject in 
reference to its form and construction? What is the gram- 
matical subject ? The logical subject ? What is the basis of 
the subject? What modifier has this basis? What kind 
of element is this modifier in reference to its construction 
and form? What is its basis? What part of speech is 
the substantive of this basis? What modifier has this 
substantive ? What kind of element is this modifier in 
reference to its construction, use, and form? What is 
the copula of the predicate? The attribute? What mod- 
ifier has this attribute? What kind of modifier is it in 
reference to its construction, use, and form? What is 
the basis of this modifier? What modifiers has the sub- 
stantive of this basis? 

234. Written Work for Next Lesson : — 

Mark the first ten sentences in Lesson XXXV accord- 
ing to the MODEL in Lesson XIV< 



SIMPLE SENTENCES. llo 



LESSON XXXV. 



EXERCISE ON SIMPLE SENTENCES. 

235. Analyze the following sentences according to 
the MODELS previously given : — 

(1.) Run not in debt either for wares sold or money 
borrowed. 

(2. .) Lose not thine own for want of asking for it. 
(3.) Deference is the most complicate, the most in- 
direct and the most elegant of all compliments. 
(4.) Hail, Source of Being! Universal Soul 

Of Heaven and Earth ! Essential Prese nee ! Hail ! 
To Thee, I bend the knee. 
(5.) And yet was every faltering tongue of man, 

Almighty Father ! silent in thy praise ! 
(6.) Friendship, love and piety ought to be handled 
with a sort of mysterious secresy. 

(7. ) O ! Who can hold a fire in his hand by thinking 
on the frosty Caucasus ? 

(8.) The chief pleasure in eating does not consist in 
costly seasoning or exquisite flavor, but in yourself. 
(9. ) The malcontent is neither well, full, nor fasting. 
(10.) This late dissension, grown betwixt the pens, 
Burns under feigned ashes of forged love, 
And will at last break out into a flame. 
8 



114 ENGLISH ANALYSIS. 

(11.) Polyphemus, deprived of his eyes, was only 
the more exposed on account of his enormous strength 
and stature. 

(12. ) Men of the world hold it to be impossible to do 
a disinterested action. 

236. Instead of analyzing by MODEL teachers may 
ask questions similar to the following with equal effect: — 

Questions on Sentence (6), Lesson XXXV. — 

What kind of a sentence is it, -as a whole, in reference to 
its construction and form? What is the subject? What 
kind of element is the subject in reference to its construc- 
tion and form? By what connected? What is the pred- 
icate? Of what parts does its consist? What modifier 
has the predicate? What kind of element is this modifier 
in reference to its construction, use, and form? What 
is the basis of this modifier? What modifiers has the 
substantive of this basis? What kind of element is its 
second modifier in reference to its construction, use, and 
form? What modifier has the substantive of this basis? 

237. Written Work for Next Lesson: — 

Mark the first ten sentences in Lesson XXXVI 
according to the MODEL in Lesson XIV. 



SIMPLE SENTENCES. 115 



LESSOR XXXVI. 



EXERCISE ON SIMPLE SENTENCES. 

238. Analyze the following sentences according to 
the MODELS previously given : — 

(1.) A man's worth i3 estimated in this world re- 
cording to his conduct. 

(2.) The true art of being agreeable is to appear 
well pleased with all the company, and rather to seem 
well entertained with them, than to bring entertainment 
to them. 

(3.) In conversation use some, but not too much, 
ceremony. 

(4.) Blessed with all other requisites to please, 
Some want the striking elegance of ease. 

(5.) Conceit not so high a notion of any as to be 
bashful and impotent in their presence. 

(6.) One principal point of good breeding is to suit 
our behavior to the three several degrees of men, our 
superiors, our equals, and those below us. 

(7.) The truly generous are most pliant and courte- 
ous in their behavior to their inferiors. 

(8.) Oil your mind and your manners to give them 
the necessary suppleness and flexibility. 



116 ENGLISH ANALYSIS. 

(9.) Anything may become nature to a man. 
(10.) Nor vice nor virtue had the power 

Beyond the impression of the hour. 
(11.) She stopt, and raised her hand to speak, but 
paused, 

And then moved on again with rapid pace. 
(12.) Upon her face there was the tint of grief, 

The settled shadow of an inward strife, 

And an unquiet drooping of the eye. 

239. Instead of analyzing by MODEL, teachers may 
ask questions similar to the following, with equal effect : — ■ 

Questions on Sentence (3), Lesson XXXVI. — 

What kind of sentence is it, as a whole, in reference to 
its construction and form? What is its subject? What 
is its predicate? What element of the second class is 
found in this sentence? What does it modify? What 
complex- compound element is found in this sentence? 
What is its basis ? What is the connective in this basis ? 
What objective element? What is its basis? Name 
the adverbial elements in the sentence, and state, what 
each one modifies. What adjective element is found in 
this sentence? What does it limit? 

240. Written Work for Next Lesson: — 

Mark the first ten sentences in Lesson XXXVII ac- 
cording to the MODEL in Lesson XIV. 



SIMPLE SENTENCES. 117 



LESSON XXXVII. 



EXEKCISE ON SIMPLE SENTENCES. 

241. Analyze the following sentences acccording to 
the MODELS previously given : — 

(1.) Smiles from reason flow, to brutes denied, 

And are of love the food. 
(2.) Let grace and goodness be the principal load- 
stone of thy affection. 

(3.) O Hard-believing Love ! How strange it seems 

Not to believe, and yet too credulous ! 
(4.) Things base and vile, holding no quantity, 

Love can transpose to form dignity. 
(5.) His counsellors should fill the pores of learning 
to the smothering of sense. 

(6.) He knows no difference in degree, but planes 
and levels all. 

(7.) Dost thou not circulate through all my veins, 

Mingle with life and form my very soul ? 
(8.) Ah! Why with cypress branches hast thou 
wreathed thy bowers and made thy best interpreter a 
sigh? 



118 ENGLISH ANALYSIS. 

(9.) Unembellished by you has the garden a blush or 
the herbage a hue ? 

(10.) The first step toward useful knowledge is to be 
able to detect a falsehood. 

(11.) Behold the child by Nature's kindly law, 
Pleased with a rattle, tickled with a straw. 

(12.) Complaisance renders a superior amiable, an 
equal agreeable, an inferior acceptable. 

242. Instead of analyzing by MODEL teachers may 
ask questions similar to the following with equal effect : — 

Questions on Sentence (8), Lesson XXXVII. — 

What kind of sentence is it, as a whole, in reference to its 
form and construction? What is its subject? Its predi- 
cate? What kind of predicate? Name and classify its 
several parts. What double object is found in this sen- 
tence? What does it modify? What modifies its first 
part? Its second part? Dispose of the first word in the 
sentence. What kind of modifier is the second word in 
reference to its construction, use, and form? What does 
it modify? Name the objective elements. What does 
each one limit? What second class element is found in 
this sentence? What does it modify? What is its basis? 
What modifier has the substantive of this basis ? 

243. Written Work for Next Lesson. — 

Mark ten simple sentences (to be selected by the 
teacher) according to the MODEL in Lesson XIV. 



COMPLEX SENTENCES. 119 



LESSON XXXVIII. 



COMPLEX SENTENCES. MODELS FOR ANALYZING 
THEM. 

244. Any sentence containing a third class element is 
complex. 

245. Third class elements may be either simple, com- 
plex, compound, or complex-compound. 

246. Two or more third class elements may be entirely,, 
independent of each other in the same sentence ; as, While 
I ivas coming, I was thinking, that you had always been a 
good friend to me. 

247. Every subordinate clause has three essential 
parts, the connective, the subject, and the predi- 
cate, expressed or understood. 

248. The subordinate clauses in a sentence are related 
to the principal clauses; as, 

(1.) Subjects; as, TJiat you have wronged me, 
doth appear in this. 

(2.) Attributes; as, The judge's opinion was, that 
the decision is just. 

(3.) Adjectives; as, He jests at scars, that never 
felt a wound. 



120 ENGLISH ANALYSIS. 

(4.) Appositives; as, I know this, that he was 
once my friend. 

(5.) Direct objects of verbs or participles; as, 
Pray, tell me, sir, whose dog are you; or, Doing what 
[ will, I have my will. 

(6.) Objects of prepositions; as, I know noth- 
ing, except that he was once my friend. 

(7.) Objective subjects; as, 

I have oft heard (to be) defended, 
Little said is soonest mended. 

(8.) Adverbs denoting each of the following cir- 
cumstances : 

(1.) Cause; as, 

Abide with me from morn till eve, 
For without thee I cannot live. 

(2.) Manner; as, 

Her beauty hangs upon the cheek of night, 
As do rich jewels in an Ethiop's ear. 

(3.) Place; as, Where they do agree on the 
stage, their unanimity is wonderful. 

(4.) Time; as, When that the jioor have cried, 
Caesar hath wept. 

(5.) Purpose or Result ; as, He then treated 
me with such unaffected kindness, that I was moved 
to copious tears. 

(6.) Concession; as, Foul deeds will rise, 
though all the earth overwhelm them to men's eyes. 



ADVERBIAL CLAUSES. 121 

(7.) Condition; as, 

Had I heart for falsehood framed, 
I ne 'er could injure you. 

(8.) Comparison; as, What two ideas are 
more inseparable, than beef and Britannia? 

249. The following plan for analyzing complex 
sentences has been found very convenient : — 

(1.) State what kind of sentence it is in reference, 

(a.) To its form. 

(&.) To its construction. 

(2.) Name the subordinate clauses. 

(3.) Name subjects and predicates in the prin- 
cipal clauses, and dispose of their modifiers as in 
simple sentences. 

(4.) When the subordinate clauses appear in 
the course of the analysis, their relation to the principal 
clauses having been given, and themselves disposed of 
as third class elements, treat them as simple sentences. 

Note. — Whether it is advisable to analyze all sentences in full, accord- 
ing to the models, is a question for the judgment of individual teachers. 
There can be little doubt that, for the sake of some practical means of 
communication between teacher and scholars, the classes should, at least, 
be familiar with the phraseology of the models. At this stage of the 
study, a large part of an analysis by model becomes mere repetition of 
principles already mastered in dealing with simple sentences, and involv- 
ing, many would say, a loss of time. Our plan has been to see, that each 
member of the class was reasonably familiar with the arrangement, order 
and terms of the models; then, to bring out the new, important, or rare 
principles in the sentences by a series of pointed questions (framed in 
terms of the models), such as are attached for the guidance of teachers 
to each of the Lessons following this. Such questions are applicable to 
any sentence given in the lesson, to which it belongs. 



122 ENGLISH ANALYSIS. 

250. Questions on Lesson XXX VIII. — What is 

a complex sentence? What four kinds of third class 
elements may there be in reference to their construc- 
tion? May a sentence contain two or more third 
class elements independent of each other? Name the 
three essential parts of a subordinate clause. Must 
they be expressed ? Is every subordinate clause related 
to the principal clause? Mention the eight different 
methods. Give an example of a subordinate clause as 
the subject. As attribute. As an adjective. As a 
noun in apposition. As the object of a verb. Object 
of a participle. Object of a preposition. Objective 
case, and subject of an infinitive. As an adverb. Name 
the eight different adverbial relations. Give an example 
of a subordinate clause used as an adverb of cause. An 
adverb of manner. An adverb of place. An adverb of 
time. An adverb of purpose or result. An adverb of 
concession. An adverb of condition. An adverb of 
comparison. 

251. Written Work for Next Lesson : — 

Mark the first ten sentences in Lesson XXXIX, ac- 
cording to the following, 

MODEL.— 

(1.) Enclose the subordinate clauses in 

parentheses. 

(2.) TThderscore the subjects and predicates 

in the principal clauses. 

(3.) Overscore the subjects and predicates 

in the subordinate clauses. 

(4.) Draw a cross through the introductory or 
subordinate connective of the subordinate clause. 



COMPLEX SENTENCES. 123 

(5.) State on the margin what the relation of 
the subordinate clause is to the principal clause, 
thus, 

(TMt I should be abroad) was good (f^r (my) 

country, j Subject. 

(^ this be treason), X make ( (the) m^st (of it. )j 
Adverb of Condition. 



124 ENGLISH ANALYSIS. 



LESSON XXXIX. 



CLAUSES AS SUBJECTS. 

252. The subordinate clause in a sentence may be 
the subject of the principal clause. 

253. A subordinate clause used as the subject, is gen- 
erally introduced by a subordinate connective ; as, 

That you have wronged me, doth appear in this. 

254. Analyze the following sentences according to 
the MODEL, paying particular attention to the clauses 
used as subjects. 

MODEL. — That you have wronged me doth appear in 
this. 

This is a 

declarative, 

complex sentence, of which 
that-me is the subordinate clause. 
In the principal clause 

that-me is the subject and 
doth appear is the predicate, of which 
doth is the auxiliary and appear is the attri- 
bute. 
Doth appear is modified by in this, a simple ad- 
verbial element of the second class. 



SUBJECT CLAUSES. 125 

In the subordinate clause 

you is the subject, 

have wronged is the predicate, of which 
have is the auxiliary and wronged is the attribute, 
that is the connective. 

Have "wronged is modified by me, a simple objec- 
tive element of the first class. 

255. (1.) That the adventurers were no imposters, is 
shown by the extravagant character of their wars. 

(2.) "Dust thou art, to dust returnest," was not 
spoken of the soul. 

(3.) How it found its way into the canon, smiting 
through and through, the most deeply seated Jewish 
prejudices, is the chief difficulty about it now. 

(4.) Whatever is taken for granted, is so taken at 
one's peril. 

(5.) How much he has done for you, is not consid- 
ered. 

(6.) "I will try," has done wonders. 

(7.) In what character he will appear, is not known. 

(8.) That he should be so obstinate, is astonishing. 

(9.) When he will come, is hidden from us. 

(10.) How the materials for those stratified deposits 
were made, may well be asked. 

(11.) What had been gained, was not the acquisition 
of some border territory, province or kingdom. 

(12.) That this invention maybe capable of great 
improvement, is not doubted. 

(13.) That I have ta'en away this old man's daugh- 
ter, is most true. 



126 ENGLISH ANALYSIS. 

(14.) Who had handled the gun, perplexed the good 
hunter no little. 

(15.) " Why did you refuse me?" were the dying 
boy's last words. 

(16.) That the good ship was approaching them, 
could not be doubted. 

(17.) What you should deny, already exists. 

(18.) That we arm us against the foe, is most meet. 

(19.) That they have divers aspects, may be said of 
men's humors. 

(20.) That we have mistaken the road, is possible. 

Xote. — Ask questions similar to the following instead of analyzing by 
the model, if preferred. 

256. General Questions on Lesson XXXIX. — 

What kind of a sentence is it in reference to its form and 
construction? What is the subordinate clause? What is 
the relation of the subordinate clause to the principal 
clause? Ans. Subject of the predicate in the principal 
clause. What is the connective m the subordinate clause? 
The subject? The predicate? What is the subject in the 
principal clause? Ans. The subordinate clause. Men- 
tion all the adjective modifiers in the principal clause. 
In the subordinate clause. Mention the adverbial modi- 
fiers in each. The objective modifiers. What class and 
form of element is the first mentioned adjective clement 
in the subordinate clause? What kind of element is the 
subject of the principal clause? Its class? Its form? 
etc. 

Note. — By this plan, repetition may be avoided, time saved, and more 
ground covered. Before using it, however, teachers should see that the 
pupils are sufficiently familiar with the phraseology of the models to un- 
derstand thoroughly the meaning of the questions. To follow out the 
Models carefully at intervals of a few days is very desirable. 

257. Written Work for Next Lesson : — 

Mark the first ten sentences in Lesson XL according 
to the MODEL in Lesson XXXVIII. 



SUBJECT CLAUSES. 127 



LESSOR XL. 



CLAUSES AS SUBJECTS; WITH EXPLETIVES. 

258. A complex sentence may occur with a subordi- 
nate clause for a subject, introduced by an exple- 
tive, standing in place of the subject which appears else- 
where in the sentence. 

259. Analyze the following sentences according to 
MODEL in Lesson XXXIX, paying particular attention 
to the subordinate clauses used as subjects, with 
expletives standing in their places, and point out 
the expletive in each. 

(1.) It is true, we may give advice. 

(2.) It is now fifteen or sixteen years, since I saw 
the Queen of France. 

(3.) But be it known to skin and bone, 
That flesh and blood can't bear it. 

(4. ) That I have ta'en away this old man's daughter, 
it is most true. 

(5.) However it is not doubtful, that this invention 
may be capable of great improvement. 

(6.) It is all one to me, whether the noble red man 
sticks fish bones through his visage or bits of trees 
through the lobes of his ears. 



128 SUBJECT CLAUSES. 

(7.) Can it be supposed, that the choice or mainten- 
ance of one or more subjects of study must necessarily 
lead to pedantry? 

(8.) It was the 7th of June, that Mr. R. H. Lee 
obeyed the instructions of the Virginia Legislature. 

(9.) It is not virtue, wisdom, valor, wit, strength, 
comeliness of shape nor ample merit, 
That woman's love can win or long inherit. 

(10.) There has already been accomplished, what 
you shall live to regret. 

(11.) It is plain enough, that the little mill can never 
resist this mighty rush of waters. 

(12.) There already exists, what you ought to deny. 

(13.) Is it possible, that we have mistaken the road ? 

(14.) It cannot be denied, that many such journeys 
have been made in vain. 

(15.) It is certain, that either wise bearing or ignor- 
ant carriage is contagious. 

(16.) Still seems it strange, that thou shouldst live 
forever? 

(17.) Is it less strange, that thou shouldst live at all? 

(18.) It may be said of men's humors, that they 
have divers aspects. 

(19.) It yearns me not, if men my garments wear. 

(20.) It is most meet, we arm us against the foe. 

260. Questions on Lesson XL. — How is the ex- 
pletive often used in sentences with a subject clause? 
Give an example. 

Note. — Questions similar to the following may be used instead of 
analyzing by model : — 



SUBJECT CLAUSES. 129 

What kind of a sentence is it, as a whole, in reference 
to its form and construction? What is the subordinate 
clause? What is the relation of the subordinate to the 
principal clause? What connective unites the sub- 
ordinate to the principal clause ? What are the subject 
and predicate in the principal clause? In the sub- 
ordinate clause ? How is this clause disposed of ? etc. 

261. Written Work for Next Lesson : — 

Mark the first ten sentences of Lesson XLI according 
to the MODEL in Lesson XXXVIII. 
9 



130 ENGLISH ANALYSIS. 



LESSOR XLI. 



CLAUSES AS ATTRIBUTES. 

262. A subordinate clause may be used as the 
attribute of the predicate in the principal clause, after 
some part of the verb to be. 

263. Analyze the following sentences according to 
the MODEL paying particular attention to the subordi- 
nate clauses used as attributes. 

MODEL. — His answer was, that he could not permit it. 

This is a 

declarative, 

complex sentence, in which 

that - it is the subordinate clause. 
In the principal clause 

answer is the subject, 

was, that he could not permit it, is 

the predicate, of which 

■was is the copula ; 

that he could not permit it, is the 
attribute. 
answer is modified by his, a simple adjective ele- 
ment of the first class, 



ATTRIBUTE CLAUSES. 131 

In the subordinate clause 

he is the subject, and 

could permit is the predicate, of which 
could is the auxiliary, and permit is the 
attribute; 

that is the connective; 
could permit is modified by not, a simple, adver- 
bial element of the first class, also by it, a 
simple, objective element of the first class. 

2G4. (1.) The very audible murmur was, " The world 
is all a dream.' ' 

(2.) The Indian's first question was, cC Are we not 
brothers ? m 

(3.) Would your answer to such a question be, that 
to fear the worst oft cures the worst? 

(4.) My belief is, that even a fradulent enemy is 
preferable to such a friend. 

(5.) His prompt exclamation ought to be, "I can 
forgive such a foe ! ' ' 

(6.) The grand question and hope, however, is, will 
not this feast of the Tuileries, Mumbo Jumbo, be a 
sign of the abatement of the guillotine ? 

(7.) His daily advice to his little son was, u Get 
money, boy, get money." 

(8.) An old saying is, " That hasty marriage seldom 
proveth well." 

(9.) Plato's definition of a man is, " Man is a two- 
legged animal without feathers." 

(10.) Could his honest belief be, that he hasn't a 
friend in the world? 

(11 ) Promise was, that I should Israel from Philis- 
tine yoke deliver. 



132 ENGLISH ANALYSIS. 

(12.) The fact is, that wit is very seldom the only 
eminent quality in the mind of any man. 

(13. ) The meaning of any extraordinary man is, that 
lie is eight men, not one. 

(14.) His question was, u Will it ever be worse? " 

(15.) The interior is, what one would expect to be- 
hold after viewing the outside. 

(16.) This condition really is, that the teacher, him- 
self, should particularly know the subject. 

(17.) The quotation referred to is, " Bear not along 
the clogging burden of a guilty soul." 

(18.) Her words might have been, "Let fools the 
studious despise." 

(19.) My only inquiry will be, " what I shall do to 
assist them in their difficulties. ' ' 

(20. ) His hastily spoken words were, i c Go back to the 
mountain passes to dwell with your wives and children. " 

265. Questions on Lesson XLI. With what verb 
does the subordinate clause occur as the attribute of the 
predicate? Give an example. 

Note. — Questions similar to the following may be asked, if preferred, 
instead of analyzing by model. 

What kind of a sentence is it, as a whole, in refer- 
ence to form and construction? What is the subordinate 
clause? Its connective? Its relation to the principal 
clause? What is its subject? Its predicate? What is 
the subject in the principal clause ? The predicate ? (No- 
tice this question especially.) The copula? The at- 
tribute ? Modifiers of the subjects ? Of predicates ? etc. 

266. Written Work for Next Lesson : 

Mark the first ten sentences in Lesson XLII ac- 
cording to MODEL in Lesson XXXVIII. 



ADJECTIVE CLAUSES. 133 



LESSON" XLIL 



CLAUSES AS ADJECTIVES. 

267. A subordinate clause may be used as an 
adjective, limiting some noun, pronoun, or other sub- 
stantive in the principal clause. 

268. Clauses of this kind are introduced by relative 
pronouns, which serve as connectives, and which 
may be in the nominative or possessive case, or in the ob- 
jective case after a verb or preposition. 

269. Analyze the following sentences according to 
the MODEL, paying particular attention to the relative 
clauses. 

MODEL. — He that loves to be flattered, is worthy of 
the flatterer. 

This is a 

declarative, 

complex sentence, of which 

that-flattered is the subordinate clause. 
In the principal clause 

he is the subject, 

is "worthy is the predicate, of which 

is is the copula, and 

worthy is the attribute. 



134 ENGLISH ANALYSIS. 

He is modified by that-flattered, a simple adjective 
element of the third class, of which 
that is the subject and connective, and 
loves is the predicate. 
Loves is modified by to be flattered, a simple objec- 
tive element of the second class, of which to is 
the sign of the infinitive, be is the auxiliary, and 
flattered is the attribute. 
Worthy is modified by of the flatterer, a complex 
adverbial element of the second class, of which 
of flatterer is the basis, and flatterer is modi- 
fied by the, a simple adjective element of the 
first class. 
270. (1.) O Cuckoo-pint ! Toll me the purple clapper 
That hangs in your clear green bell. 
(2.) Who has not heard of the vale of Cashmere, 

With its roses, the brightest, that earth ever 
gave? 
(3.) Let them be ashamed and confounded, that seek 
after my soul. 

(4.) Tall are the oaks whose acorns drop into dark 
Auser's rill. 

(5.) His colleagues upon the committee suggested 
a few verbal changes, none of which were important. 

(6.) In the Silurian epoch following the Azoic, we 
have the first beach on which any life stirred. 

(7. ) Oh ! How wretched is that poor man that hangs 
on princes' favors. 

(8.) Last scene of all, 

That ends this strange eventful history, 
Is second childhood and mere oblivion, 
Sans teeth, sans eyes, sans taste, sans everything. 



ADJECTIVE CLAUSES. 135 

(9.) Lo! The poor Indian whose untutored mind 
Sees God in clouds and hears him in the wind. 

(10.) From the mountains on every side rivulets de- 
scended, that filled all the valleys with fertility and 
formed a lake in the middle, inhabited by fish of every 
species. 

(11.) This is the commodity of price, of which you 
have the monopoly. 

(12.) Is it not the same virtue which does every- 
thing for us here, in England ? 

(13.) O Solitude! Where are the charms that sages 
have seen in thy face ? 

(14.) The ferocious Bedouins, the terror of the 
desert, embrace without inquiry or hesitation the 
stranger who dares to confide in their honor or enter 
their tents. 

(15.) He prayed for those whose love had been his 
shield. 

(16.) So the struck eagle stretched upon the plain, 
No more through rolling clouds to soar again, 
Viewed his own feather on the fatal dart, 
And winged the shaft that quivered in his 
heart. 

(17.) Books that you may carry to the fire and hold 
readily in your hand are the most useful after all. 

(18.) Learning hath gained most by those books, by 
which the printers have lost. 

(19.) That in the captain's but a choleric word, 
Which in the soldier is flat blasphemy. 

(20.) Behavior is a mirror, in which everyone shows 
his image. 



136 English analysts. 

271. Questions on Lesson XLII. — Give an exam- 
ple of a subordinate clause used as an adjective. By what 
is this kind of clause connected to the principal clause ? 
In what cases may such relatives appear? 

Note. — Questions similar to the following may be asked instead of 
analyzing by model. 

What kind of sentence is it as a whole in reference 
to its form and construction ? What is the relation of the 
subordinate to the principal clause? What is the con- 
nective? What case is it in? What does it modify and 
how is it disposed of ? Point out the subject and predicate 
in the principal clause. In the subordinate clause. 
Modifiers, etc. 

272. Written Work for Next Lesson : — 

Mark the first ten sentences in Lesson XLIII accord- 
ing to the MODEL in Lesson XXXVIII. 



APPOSITIVE CLAUSES. 137 



LESSOR XLIII. 



CLAUSES AS SUBSTANTIVES IN APPOSITION. 

273. A subordinate clause may be used in appo- 
sition with a substantive, and is then an adjective ele- 
ment of the third class. 

274. Analyze the following sentences according to 
MODEL, paying particular attention to the clauses in 
apposition. 

MODEL. — The queen at length spoke these words, 
"Must I, then, yield so soon?" 

This is a 

declarative, 

complex sentence, of which 
must -soon is the subordinate clause. 
In the principal clause 

queen is the subject, and 
spoke is the predicate ; 
queen is modified by the, a simple, adjective ele- 
ment of the first class ; 
Spoke is modified by at length, a simple, adverbial 
element of the second class ; also by these 
ivords, Must I, then, yield so soon, a complex, 



138 ENGLISH ANALYSIS. 

objective element of the first class, of which 
ivords is the basis, modified by these, a simple, 
adjective element of the first class, also by 
Must I, then, yield so soon, a simple, adjective 
element of the third class, of which 
I is the subject, 

must yield is the predicate, of which must 
is the auxiliary, and 
yield is the attribute; 
must yield is modified by then, a simple, adverbial 
element of the first class, also by so soon, a 
complex, adverbial element of the first class, 
of which soon is the basis, modified by so, a 
simple, adverbial element of the first class. 
275. (1.) He was ever repeating this maxim, "Know 
thyself.'' 

(2.) They passed their lives in the full conviction, 
that they had all things within their reach. 

(3.) A dispute had arisen, who among the citizens 
of Mecca were entitled to the prize of generosity. 

(4.) A sober melancholy was spread over my mind 
by the idea, that I had taken everlasting leave of an 
old and agreeable companion. 

(5.) I've seen yon weary winter sun 
Twice forty times return, 
And every time has added proofs, 
That man was made to mourn. 
(6.) For of all sad words of tongue or pen, 

The saddest are these, " It might have been." 
(7.) The chair is of oak, carved and hacked over 
with names, with a legend on the bottom of it, that 
the king had once slept in it. 



APPOSITIYE CLAUSES. 139 

(8.) Such a narrow view of the nature of education 
has nothing to do with my firm conviction, that a com- 
plete scientific culture ought to be introduced into all 
schools. 

(9.) There's a hush of death about me, 

And a whisper, "He is gone/' 
(10.) We said this with a feeling, that it was worse. 
* (11.) Still is the story told, how well Horatius kept 
the bridge in the brave days of old. 

(12.) And with one voice have the thirty their glad 
answer given, "Go forth, Thou beloved of Heaven! " 
(13.) Take this proverb to thy heart: 

" The mill will never grind with water past." 
(14.) This is a faithful saying, and worthy of all 
acceptation, That Jesus Christ came into the world to 
save sinners. 

(15.) But this, alone, I know full well, 
I do not like you, Dr. Fell. 

(16.) The phrase, " To dine with Duke Humphrey," 
is said to have arisen from the circumstance, that a part 
of the public walks in old Saint Paul's, London, was 
called Duke Humphrey's Walk. 

(17.) This England never did, nor never shall, 

Lie at the proud foot of a conqueror. 
(18.) 'Tisaproof, "that he'd rather 

Have a turnip than his father. 
(19.) Dr. Watts' s statement " That birds in their 
little nests agree," is very far from being true. 

(20.) He gave this answer only, "The lust of gold 
succeeds the lust of conquest." 



140 ENGLISH ANALYSIS. 

276. Questions on Lesson XLIIL — Give an ex- 
ample of a subordinate clause used as an attribute. What 
kind of a sentence is it in reference to its form and 
construction? What is the subordinate clause? What is 
its relation to the principal clause? What are the subject 
and predicate of the principal clause ? Of the subordinate 
clause ? Its connective ? What are the modifiers of the 
principal predicate ? etc. 

277. Written Work for Next Lesson : — 
Mark the first ten sentences in Lesson XLIV accord- 
ing to the MODEL in Lesson XXXVIII. 



OBJECTIVE CLAUSES. 141 



LESSOR XLIV. 



CLAUSES AS THE OBJECTS OF TERES AND 
PARTICIPLES. 

178. A subordinate clause may be used in a sen- 
tence as the object of a transitive verb or partici- 
ple. 

179. Analyze the following sentences according to 
MODEL, paying particular attention to the clauses 
used as objects. 

MODEL. — Repeating, what I had said, I sat down. 

This is a 

declarative, 

complex sentence, of which 
"what -said is the subordinate clause. 
In the principal clause 

I is the subject and 
sat is the predicate. 
I is modified by repeating, what I said, a complex 
adjective element of the first class, of which 
repeating is the basis, modified by ivhat-said, 
a simple objective element of the third class, 
of which 



142 ENGLISH ANALYSIS. 

I is the subject, 
had said is the predicate, 
what is the connective. 
Had said is modified by what, a simple objective 
element of the first class. 
Sat is modified by down, a simple adverbial element 
of the first class. 

MODEL. — Consider, that his arguments are based 
upon his experiences. 

This is an 

imperative, 

complex sentence, of which 
that -experiences is the subordinate 
clause. 
In the principal clause 

thou or you understood is the subject, 
consider is the predicate. 
Consider is modified by that- experiences, a sim- 
ple objective element of the third class, of 
which 
arguments is the subject, 
are based is the predicate, of which are is 
the auxiliary and based the attribute, 
that is the connective. 
Arguments is modified by his, a simple adjective 

element of the first class. 
Are based is modified by upon his experiences } a com- 
plex adverbial element of the second class, of 
which upon experiences is the basis, experiences 
is modified by his, a simple adjective element 
of the first class* 



OBJECTIVE CLAUSES. 143 

280. (1.) I do not mean, that every school boy should 
be taught everything in science. 

(2.) Yet she wished, that Heaven had made her such 
a man. 

(3.) He told us, that he had been thirty years em- 
ploying his thoughts for the improvement of mankind. 

(4.) All this, I know well enough, will sound wild 
and chimerical to the profane herd of those vulgar and 
mechanical politicians. 

(5.) Alas! He replied, "My coffers are empty." 

(6.) I hope, j^ou will soon be forgiven. 

(7.) " Young stranger, whither wanderest thou? " 
Began the reverend sage. 

(8.) O! Say, what may it be? 

(9. ) Then the maiden clasped her hands and prayed, 
that saved she might be. 

(10.) Tell me not in mournful numbers, 
Life is but an empty dream. 

(11.) Yet it is extraordinary to observe, how some 
people will talk about him. 

(12.) What right have you to infer, that this condi- 
tion was caused by the action of heat upon them? 

(13.) A slender cross of wood alone 

Shall say, that here a maiden lies 
In peace beneath the peaceful skies. 

(14.) Having learned, that it was best to visit the 
ruins at midnight, we set out just after dark. 

(15.) We listened attentively to them relating, what 
they had seen in their travels. 

(16.) I hear, the great commanding Warwick is 
thither gone to crave the French king's sister to wife 
for Edward, 



144 ENGLISH ANALYSIS. 

(17.) You say, that Edward is your brother's son? 

(18.) " They order," I said, " this matter better in 
France." 

(19.) What man dare, I dare. 

(20.) AYishing to do, what I please, I shall certainly 
have my will. 

281. Questions on Lesson XLIV. — Give an ex- 
ample of a subordinate clause used as the object of a 
verb. Of a participle. General questions. — What 
kind of sentence is it, as a whole, in reference to its 
form and construction? What is the subordinate clause? 
What is its relation to the principal clause? Object of 
what? Subject and predicate of the principal clause? 
Of the subordinate clause? The connective? etc., 

282. Written Work for Next Lesson: — 

Mark the first ten sentences from Lesson XLV accord- 
ing to MODEL in Lesson XXXVIII. 






OBJECTIVE CLAUSES. 145 



LESSON XLV. 



CLAUSES AS THE OBJECTS OF PREPOSITIONS. 

283. A subordinate clause may be used as the 
object of a preposition. 

284. The preposition and its object, the clause, consti- 
tute an element of the second class, of which the basis is 
the preposition with the clause. 

285. This peculiar second class element is a modifier 
of that word or words in the principal clause, between 
which and the clause the preposition shows the relation. 

286. This kind of second class element may, therefore, 
be either an adjective, adverbial or objective modifier. . 

287. Analyze the following sentences according to 
MODEL, paying particular attention to the clauses 
used as objects of prepositions : — 

MODEL. — I know nothing except that he teas once 
my friend. 

This is a 

declarative, 

complex sentence, of which 
that -friend is the subordinate clause. 
10 



146 ENGLISH ANALYSIS. 

In the principal clause 
I is the subject, 
know is the predicate ; 
know is modified by nothing except that he was once 
my friend,, a complex, objective element of the 
first class, of which nothing is the basis, mod- 
ified by except that he was once my friend, a 
simple, adjective element of the second class, 
of which the basis consists of except and the 
clause. 
In the clause which is the object of the preposition, 
He is the subject, 

was friend is the predicate, ivas is the 
copula, and friend is the attribute; 
was friend is modified by once, a simple, adverbial 
element of the first class, and friend is modi- 
fied by my, a simple, adjective element of the 
first class. 

Note. — In the example given above, notice that the predicate, know, is 
modified by nothing, except that he ivas once my friend, an objective element 
of the first class, with nothing for a basis, and that nothing is modified by 
except that he ivas once my friend, a simple, adjective element of the sec 
ond class, of which the preposition and the clause constitute the basis. 
The substantive of this basis is the subordinate clause, which occurs as 
the object of the preposition. This construction may be made clear to 
the pupil by substituting the word this in place of the clause, and analyz- 
ing, remembering that what is true of " this " is true of the clause whose 
place it takes. Thus, in the phrase, nothing except this, except this is an 
adjective element of the second class. This peculiar second class element 
is simple, complex, compound or complex -compound, according to the con 
struction of the clause object. 

288. (1.) She left her labors, coming unto me in des- 
pite of what people said. 

(2.) You sit alone and see vain men below 
Contend for what you only can bestow. 



CLAUSES AS OBJECTS OF PREPOSITIONS. 147 

(3.) Except where new things necessitate new terms, 
he will avoid an unusual word. 

(4.) Bonaparte thought little about what he should 
do in case of success. 

(5.) He thought much of what he would do in defeat. 

(6.) Inconsequence of what transpired at Madrid, 
I went straight to Paris to consult the President of the 
French Council. 

(7.) I am never alarmed except when I am thus in- 
formed. — 

(8.) I say nothing of what maybe called the do- 
mestic noises of the ship. 

(9.) This is beyond what we can gather out of the 
language and contents of the poem itself. 

(10.) Of its external history nothing is known at 
all except that it was received into the canon at the 
time of the great synagogue. ■ 

(11.) Yet, still, on every side we trace the hand 
Of winter in the land, 

Save where the maple reddens on the lawn, 
Flushed by the season's dawn. 

(12.) Master, I marvel at nothing except that fishes 
live in the sea. 

(13.) I said nothing beyond that a faithful friend is 
a true image of the Deity. 

(14.) He had but one quotation besides tw God tem- 
pers the wind to the shorn lamb. ' ' 

(15.) Of what they have expected, ye have all, in- 
deed, heard much, 

(16.) The minister muttered something about u im- 
prove each moment flying." 



148 ENGLISH ANALYSIS. 

(17.) The queen could not move a foot after what 
the enemy had done to the roads^ 

(18.) I attempt to impress nothing upon you, except 
" Be careful still of the main chance." 

(19.) What grew out of what you reported to the 
mayor? 

(20.) Of what you are not sure, say nothing except, 
with the careful qualifications of uncertainty. 

289. Questions on Lesson XLV. — Give an ex- 
ample of a subordinate clause used as the object of the 
preposition. General Questions. — What kind of 
sentence is it in reference to its form and construction? 
What is the relation of the subordinate clause to the prin- 
cipal clause? Object of what preposition? What does 
that preposition show the relation between? The prepo- 
sition, taken with its object, constitutes what kind of an 
element? What does that element modify? Subject and 
predicate in the principal clause? In the subordinate 
clause? Modifiers? etc. 

290. Written Work for Next Lesson : — 

Mark the first five sentences in Lesson XL VI ac- 
cording to MODEL in Lesson XXXVIII. 



CLAUSES AS OBJECTIVE SUBJECTS. 149 



LESSON XLYL 



CLAUSES AS OBJECTIVE SUBJECTS. 

291. A subordinate clause may be used as the object 
of a finite verb and at the same time the subject of an 
infinitive. 

292. Analyze the following sentences according to 
the MODEL, paying particular attention to the subordi- 
nate clauses used as objective subjects. 

MODEL. — I have often heard (to be) defended. 
Little said is soonest mended. 

This is a 

declarative, 

complex sentence, in which 
little-mended is the subordinate clause. 
In the principal clause 
I is the subject, 

have heard is the predicate, of which have 
is the auxiliary and heard the attribute. 
Have heard is modified by often, a simple, adverb- 
ial element of the first class, also by (Little 
said is soonest mended) to be defended, a sim- 
ple objective element of the first class, of 



150 ENGLISH ANALYSIS. 

which the clause little-m°nded is the basis, 
modified by to be defended, a simple adjective 
element of the second class, of which to is the 
sign of the infinitive, be is the auxiliary, and 
defended is the attribute. 
In the subordinate clause 

little is the subject, 

is mended is the predicate, is is the aux- 
iliary and mended is the attribute. 
Little is modified by said, & simple, adjective ele- 
ment of the first class. 
Is mended is modified by soonest, a simple adverbial 
element of the first class. 

293. (1.) I believe, what they said, to be an honest 
opinion. 

(2.) Deny not, where you were born, to be my home 
also. 

(3.) Paul knew "I to the port securely tend" to 
have been the exact words meant. 

(4.) Can you think, what I asked you, to have been 
anything but a thoughtless question? 

(5.) He considered u To the victors belong the 
spoils" to be erroneous. 

Note. — This construction is so rare and there is so little variety in its 
different phases, it is not deemed advisable to extend the examples as in 
the other cases. By substituting the words it or this in the place of the 
subordinate clauses the construction may be readily understood. The 
principal involved is the same as that in Lesson XXV. The only differ- 
ence is that a clause takes the place of a single word as the objective sub- 
ject, and the sentence, therefore, becomes complex. 

294. General Questions on Lesson XL VI. — 

What kind of a sentence is it in reference to its form and 
construction ? What is the principal clause ? The sub- 



CLAUSES AS OBJECTIVE SUBJECTS. 151 

ordinate clause? What is the relation of the subordinate 
clause to the principal clause? Subjects and predicates 
in the different propositions ? Connectives ? etc. 

295. Written Work for Next Lesson : — 

Mark the first ten sentences in Lesson XLVII ac- 
cording to MODEL in Lesson XXXVIII. 



152 ENGLISH ANALYSIS. 



LESSON XL VII. 



ADYEKBIAL CLAUSES DENOTING CAUSE. 

296. All adverbial clauses may be analyzed by the 
same model. 

297. The subordinate clause in a sentence may denote 
a circumstance of cause. 

298. Analyze the following sentences according to 
the MODEL, paying particular attention to the adver- 
bial clauses denoting cause. 

MODEL. — I loved her, that she did pity them. 

This is a 

declarative, 

complex sentence, of which 
that -them is the subordinate clause. 
In the principal clause 

I is the subject, and 
loved is the predicate; 
loved is modified by her, a simple, objective ele- 
ment of the first class, also by that - them, a 
simple, adverbial element of third class, of 
which 



ADVERBS OF CAUSE. 153 

she is the subject, 

did pity is the predicate ; did is the auxil- 
iary, and pity is the attribute ; 
that is the connective ; 
did pity is modified by them, a simple, objective 
element of the first class. 

299. (1.) Act well your part, there all the honor lies. 

(2.) They deny it to be tragical, because its catas- 
trophe is a wedding. 

(3.) Immodest words admit of no defence, for want 
of decency is want of sense. 

(4.) It fell not, for it was founded on a rock. 

(5.) 'Twas twilight, for the sunless day went down 
over the waste of waters. 

(6.) I pray thee, put into yonder port, for I fear a 
hurricane. 

(7.) Forgive me, that this selfish, rebel heart 

Would almost make me jealous for my child. 

(8.) He calls pleasure the bait of evils, because men 
are caught by it and destroyed. 

(9.) Because he was older, he did not attempt to 
dictate a course of conduct for his brothers. 

(10.) His peculiarity was annoying on cold nights, 
because it always prolonged the interval of keeping the 
door open for Boonder. 

(11.) People do not admire an orator simply, that he 
can use big words 

(12.) Prisoner, you must now die, as you have been 
convicted of abetting your country's sworn and public 
enemies. 



154 ENGLISH ANALYSIS. 

(13. ) Who will despise a man, that he cannot elevate 
himself above natural impediments ? 

(14.) That you are my friend, I have protected you. 

(15.) Act openly and resist boldly, for you are ex- 
pected by the whole community to protect the people. 

300. General Questions on Lesson XL VII. — 

What kind of sentence is it, as a whole, in reference 
to its form? Its construction? Point out the subordi- 
nate clause. What is its relation to the principal clause? 
What adverbial circumstance does it denote ? Point out 
the subject and predicate in the principal clause. In the 
subordinate clause. The connective. Modifiers, etc. 

301. Written Work for Next Lesson: — 

Mark the first ten sentences in Lesson XLVIII ac- 
cording to the MODEL in Lesson XXXVIII. 



ADVERBS OF MANNER. 155 



LESSON XLVIIL 



ADTEEBIAL CLAUSES DENOTING MANNER. 

302 The subordinate clause in a sentence may de- 
note a circumstance of manner. 

303. Analyze the following sentences according to 
MODEL in Lesson XL VII, paying particular atten- 
tion to the adverbial clauses denoting manner. 

304. (1.) It droppeth, as the gentle rain from Heaven 
upon the place beneath. 

(2.) A breath can make them, as a breath has made. 

(3.) The king is but a man, as I am. 

(4.) As you sow, you are like to reap. 

(5.) True hope is swift and flies, as swallows on the 
wing. 

(6.) Fasten him, as a nail in a sure place. 

(7.) Talks as familiarly of roaring lions, 

As maids of thirteen do of puppy dogs. 

(8.) As a bird is, wandering from her nest, so is a 
man wandering from his place. 

(9.) Are friends as numerous in adversity, as they 
seem in prosperity? 

(10.) And once again the Greeks arise, as in their 
country's noblest hours. 



156 ENGLISH ANALYSTS. 

( 11. ) The higher the mountain is, the colder the jour- 
ney must be. 

(12.) The robbers traveHed through the entire pro- 
vince, as Spanish merchants were accustomed to do ten 
years before. 

(13.) Has man ever before suffered, as I do now? 

(14.) They acted, as such people alwa}^s do under 
such circumstances. 

(15.) We only did, as we were politely requested. 

305. General Questions on Lesson XL VIII. — 

What kind of sentence is it, as a whole, in reference 
to its form? Its construction? Point out the subordi- 
nate clause. What is its relation to the principal clause? 
What adverbial circumstance does it denote? Point out 
the subject and predicate in the principal clause. In the 
subordinate clauce. The connective. Modifiers, etc. 

306. Written Work for Next Lesson : — 
Mark the first ten sentences in Lesson XLIX ac- 
cording to the MODEL in Lesson XXXVIII. 



ADVERBS OF PLACE. 157 



LESSON XLIX. 



ADVERBIAL CLAUSES DENOTING PLACE. 

307. The subordinate clause in a sentence may de- 
note a circumstance of place. 

308. Analyze the following sentences according to 
the MODEL in Lesson XL VII, paying particular atten- 
tion to the adverbial clauses denoting place. 

(1.) Along the lawns, where scattered hamlets rose, 

Unwieldly wealth and cumbrous pomp repose. 
(2.) Such is the patriot's boast, where'er we roam. 
(3.) In Xanadu, did Kubla Khan 

A stately pleasure dome decree, 
Where Alph, the sacred river, ran 
Through caverns measureless to man, 
Down to a sunless sea. 
(4. ) Where'er the chieftain went, he was followed by 
a crowd of curious watchers. 

(5.) In a few moments the whole party stood out 
upon the broad plains, where in front of them the 
heavens and the level ground could be seen to meet. 

(6. ) Are you not in the same frame of mind, whither- 
soever you go ? 



158 ENGLISH ANALYSIS. 

(7.) Follow a good commander, wherever he bids 
3^ou come ! 

(8.) We are often conducted in haste, where we 
ought, indeed, to go with measured steps and slow. 

(9. ) Where there is no law, there is no transgression. 

(10.) Where your treasure is, there will your heart 
be also. 

(11.) Where the flowers are, there the bees. 

(12.) Wheresoever the traveller turns his steps, he 
may find the natives importuning him to buy their 
wares. 

(13.) Nothing can be magnanimous, where every- 
thing is mercenary. 

(14.) Whither his master directs, the faithful dog 
eagerly follows. 

(15.) Halt, where thou art ! 

309. General Questions on Lesson XLIX. — 

What kind of sentence is it, as a whole, in reference 
to its form? Its construction? Point out the subordi- 
nate clause. What is its relation to the principal clause ? 
What adverbial circumstance does it denote? Point out 
the subject and predicate in the principal clause. In the 
subordinate clause. The connective. Modifiers, etc. 

310. Written Work for Next Lesson : — 

Mark the first ten sentences in Lesson L according to 
MODEL in Lesson XXXVIIL 



ADVERBS OF TIME. 159 



LESSOR L. 



ADYERBIAL CLAUSES DEMOTING TIME, 

311. The subordinate clause in a sentence may de- 
note a circumstance of time. 

312. Analyze the following sentences according to 
MODEL in Lesson XL VII, paying particular atten- 
tion to the adverbial clauses denoting time. 

(1.) I gave thee mine, before thou didst request it. 
(2.) Boy, blow the pipe, until the bubble rise, 

Then cast it off to float upon the skies. 
(3.) When ye shall hear of wars and commotions, be 
not terrified. 

(4.) When you run into debt, you give to another 
power over your own liberty. 

(5.) But now, when time has made the imposture 
plain, 
What new delusion charms your cheated eyes 
again ? 
(6.) The Indian immediately started back, whilst the 
lion rose with a spring and leaped toward him. 

(7.) He had not proceeded much farther, when he 
observed the thorns and briars to end. 



160 ENGLISH ANALYSIS. 

(8.) As he wandered through this delightful scene, 
he was often tempted to pluck the flowers around him. 
(9.) How often have I blessed the coming day, 

When toil remitting, lent its turn to play. 
(10.) But a bold peasantry, their country's pride, 

When once destroyed can never be supplied. 
(11.) But the sound of the church-going bell, 
These valleys and rocks never heard ; 
Never sighed at the sound of a knell, 
Or smiled when a Sabbath appeared. 
(12.) As the sun 

Rose up in Heaven, he knelt among them there, 
And bowed his head upon his hands to pray. 
(13.) Do }^ou hear the children weeping O! my 
brothers, 
Ere the sorrow comes with years ? 
(14.) Watch, while ye pray. 
(15.) We seek it, ere it comes to light, 
In every cranny but the right. 

313. General Questions on Lesson L. — What 
kind of sentence is it, as a whole, in reference to its 
form? In construction? Point out the subordinate 
clause. What is its relation to the principal clause? 
What adverbial circumstance does it denote ? Point out 
the subject and predicate in the principal clause. In the 
subordinate clause. The connective. Modifiers, etc. 

314. Written Work for Next Lesson : — 

Mark the first ten sentences in Lesson LI according 
to the MODEL in Lesson XXXVIII. 



ADVERBS OF PURPOSE OR RESULT. 161 



LESSON LI. 



ADTERBIAL CLAUSES DENOTING PURPOSE OR RESULT. 

315. The subordinate clause in a sentence may 
denote purpose or result. 

316. Analyze the following sentences according to 
MODEL in Lesson XL VII, paying particular atten- 
tion to the adverbial clauses denoting purpose or 
result. 

(1.) They are so unacquainted with men, 

Their tameness is shocking to me. 
(2.) Then my digression is so vile, so base, 

That it will live engraven in my face. 
(3.) Oh! Fix thy chair of grace, that all my powers 
may, also, fix their reverence. 

(4.) They form so steep an ascent, that even with 
eight or ten oxen, it is impassible. 

(5.) He had substituted for them winding roads so 
that light carts drawn by single mules could transport 
all the harvest. 

(6.) The requisition is a moderate one, so that the 
industrious may earn a living independently. 
11 



162 ENGLISH ANALYSIS. 

(7.) Yet the progress of science is so rapidly recon- 
structing the past, that we may hope to solve even this 
problem. 

(8.) You Moon ! Have you done something wrong in 
in Heaven, 
That God has hidden jour face. 

(9.) We set out early in the morning, that we might 
reach the summit of the mountain by sunset. 

(10.) The journey b}^ rail to that far distant country 
is so tiresome, that we have but little desire to make it 
twice in one year. 

(11.) Have respect to mine honor, that you may 
believe. 

(12.) That you may profit by these lessons, I have 
endeavored to be very careful in their arrangement. 

(13.) The Romans took Cincinnatus from the plow, 
that he might be dictator. 

(14.) This law is short, in order that it may be more 
easily understood by the ignorant. 

(15.) I never visit that great scholar, that I do not 
go away more learned. 

317. General Questions on Lesson LI. — What 
kind of sentence is it, as a whole, in reference to its 
form? Its construction? Point out the subordinate 
clause. What is its relation to the principal clause? 
What adverbial circumstance does it denote? Point out 
the subject and predicate in the principal clause. In the 
subordinate clause. The connective. Modifiers, etc. 

318. Written Work for Next Lesson : — 

Mark the first ten sentences in Lesson LII. according 
to the MODEL in Lesson XXXVIII. 



ADVERBS OF CONCESSION. 163 



LESSON LIL 



ADVERBIAL CLAUSES DENOTING CONCESSIONS. 

319. The subordinate clause in a sentence may 
denote concession. 

Note. — Clauses used to concede something which stands in opposi- 
tion to the 'idea in the principal clause are called concessive clauses. 
They are adverbial elements of the third class. 

320. Analyze the following sentences according to 
the MODEL in Lesson XL VII., paying particular 
attention to the adverbial clauses denoting conces- 
sion. 

(1.) The principal, although it was varied in its ap- 
pearance, subsisted and influenced through a long series 
of generations. J— 

(2. ) Though his mind be ne'er so curst, his tongue is 
kind. 

(3.) With firm resolve my steady bosom steel 

Bravely to suffer, though I deeply feel. 
(4.) The gallant man, though slain in fight he be, 
Yet leaves his nation safe, his children free. 



164 ENGLISH ANALYSIS. 

(5.) Although I joy in thee, 

I have no joy of this contract to-night. 
(6.) She saw not the bird, though it whirled un- 
troubled by fear in wanton circles about his head. 
(7.) His dews drop mutely on the hill, 

Though on its slope men sow and reap. 
(8.) This drying of the coffee in the immediate 
vicinity of the house, though it is a very general cus- 
tom, must be a very disagreeable one. 

(9.) Though the mills of God grind slowly, 
Yet they grind exceeding small. 
Though with patience he stands waiting, 
With exactness grinds he all. 
(10.) Notwithstanding I had read the description, I 
was totally unprepared for the reality. 

(11.) Although he was not an intelligent dog, he had 
wit enough to make known all his wants. 

(12.) Although life itself may not be full of fear 
without friendships, common sense tells us to make 
friends. 

(13.) This little dwarf is not big, though he may 
stand on a lofty mountain. 

(14.) Though they fell, they fell like stars, 
Streaming splendor through the skies. 
(15.) Foul deeds will rise, 

Though all the earth o'erwhelm them to men's 
eyes. 

321. General Questions on Lesson LIL — What 
kind of a sentence is it, as a whole, in reference to its 
form and construction ? Point out the subordinate clause. 
What is its relation to the principal clause? What adver- 



ADVERBS OF CONCESSION. 165 

bial circumstance does it denote ? What does it modify ? 
Point out the subject and predicate in the principal 
clause. In the subordinate clause. The connective. The 
modifiers, etc. 

322. Written Work for Next Lesson : — 

Mark the first ten sentences in Lesson LIII accord- 
ing to the MODEL in Lesson XXXVIII. 



166 ENGLISH ANALYSIS. 



LESSOR LIIL 



ADVERBIAL CLAUSES DENOTING CONDITION. 

323. The subordinate clause in a sentence may de- 
note a condition. 

324. Analyze the following sentences according to 
the MODEL in Lesson XL VII, paying particular at- 
tention to the adverbial clauses denoting condition. 

(1.) If thou wilt swear, swear by thy gracious self. 
(2.) And yet the truth may lose its grace, 

If blurted to a person's face. 
(3.) My courage try by combat, if thou durst. 
(4.) The flighty purpose ne'er is overtook, 

Unless the deed go with it. 
(5.) I cannot for the stage a drama lay, 

Tragic or comic ; but thou writ'st the play. 
(6.) If the thoughts of such authors have nothing in 
them, they at least show an honest industry and a good 
intention in the composer. 

(7.) If thou attempt it, it will cost thee dear. 
(8.) O, gentle Romeo, if thou dost love, pronounce 
it faithfully. 

(9.) If thou cans't, do it. 






ADVERBS OF CONDITION. 167 

(10.) Had he thy reason, would he skip and play? 

(11.) Go, if thy ancient but ignoble blood has crept 
through scoundrels ever since the flood. 

(12.) To abstract the mind from all local emotions, 
would be impossible, were it endeavored. 

(13.) If such there breathe, go, mark him well. 

(14.) If man alone engross not Heaven's high care, 
Alone made perfect here, immortal there, 
Snatch from him the balance and the rod 
Re-judge his justice, be the God of God. 

(15.) Had I a heart for falsehood framed, 
I ne'er could injure thee. 

325. General Questions on Lesson LIIL — What 
kind of a sentence is it, as a whole, in reference to its 
form? Its construction? Point out the subordinate 
clause. What is its relation to the principal clause? What 
does it modify? What adverbial circumstance does it 
denote? Point out the subject and predicate in the prin- 
cipal clause. In the subordinate clause. The connective. 
Modifiers, etc. 

326. Written Work for Next Lesson : — 

Mark the first ten sentences from Lesson LIV accord- 
ing to MODEL in Lesson XXXVIII. 



168 ENGLISH ANALYSIS. 



LESSON LIV. 



ADVERBIAL CLAUSES DENOTING COMPARISON. 

327. The subordinate clause in a sentence may de- 
note comparison. 

328. Analyze the following sentences according to 
MODEL in Lesson XL VII, paying particular attention 
to the adverbial clauses denoting comparison. 

(1.) My brother is older, than I am. 
(2.) I had rather be a kitten and cry mew, than one 
of these same metre ballad-mongers. 

(3.) To me more dear, congenial to my heart, 

One native charm, than all the gloss of art, 
(4.) Doubtless the pleasure is as great 

Of being cheated, as to cheat. 
(5.) He should care no more for meeting that phan- 
tom, opinion, than for meeting a ghost. 

(6.) It is a custom more honored in the breach, than 
in the observance. 

(7.) And how can man die better, 

Than facing fearful odds, 

For the ashes of his fathers 

And the temples of his gods. 



ADVERBIAL CLAUSES. 169 

(8.) I drink no more, than a sponge. 
(9.) Example is more forcible, than precept. 
(10. ) Fear guides more to their duty, than gratitude. 
(11.) 'Tis better to have loved and lost, than never 
to have loved at all. 

(12.) Corruption wins not more, than honesty. 
(13.) Thou art more unstable, than water. 
(14.) Than this, nothing is more to be feared. 
(15.) Better than he, none live. 

329. General Questions on Lesson LIV — Sim- 
ilar to those in previous Lesson. 

330. Written Work for Next Lesson : — 
Mark the first ten sentences in Lesson LV according 

to MODEL in Lesson XXXVIII. 



170 ENGLISH ANALYSIS. 



LESSON" LY. 



SENTENCES WITH TWO OR MORE INDEPENDENT 
SUBORDINATE CLAUSES. 

331. A complex sentence may contain two or more 
subordinate clauses entirely independent of each other. 

332. Such sentences are analyzed according to the 
models previously given. 

333. Analyze the following sentences combining the 
proper models from those previously given. 

(1.) The halls which are filed to overflowing with the 
finest works of ancient art, would, if they ivere placed 
side by side, make a row two miles in length. 

(2. ) What I mean is, that no boy or girl should leave 
school without possessing a grasp of the general char- 
acter of science. 

(3.) What Wythe, Pendleton, Blande, and Peyton 
Randolph could urge against them was, that they were 
unbecoming and unnecessary. 

(4.) As I was no stranger to this art, I requested, 
that the boy would let me paint it myself. 

(5.) As it purples in the zenith, 
As it brightens on the lawn, 
There's a hush of death about me 
And a whisper, " He is gone." 



TWO ADVERBIAL CLAUSES. 171 

(6.) Dr. Watts' s statement, " that birds in their little 
nests agree," as many other such statements are, is 
very far from being true. 

(7.) Do not defy mankind, was what advice he gave 
me. 

(8.) Why he went, was what I wanted to know. 

(9.) The conjectures, which have been formed upon 
the date of this book, are so various, that they show 
themselves to rest upon a very slight foundation. 

(10.) Wherefore do you deceive me, my son, was 
what he said to the undutiful boy. 

(11.) Will it ever be worse was the question, when 
everything was sliding and bumping about. 

(12.) As soon as his brain was clear, it resumed the 
scheme only laid aside, when his reason left him. 

(13.) Of course, when I speak of the geological de- 
posits as so completely unveiled to us here, I do not 
forget the sheet of drift which covers the continent from 
north to south. 

(14.) A small tree which was of quite a different 
kind, arose from the centre of a clump of trees, around 
which a wild grape gadded luxuriantly. 

(15.) Years ago, when I was in Palestine, I met a 
German student who was accumulating materials for a 
history of Christianit} 7 , 

334. General Questions on Lesson LV. — What 
kind of a sentence is it, as a whole, in reference to its 
form ? Its construction ? How many subordinate clauses 
has it? Point them out. What is the relation of the first 
one to the principal clause? Of the second one? Point 
out the subject and predicate in the first subordinate 
clause. In the second subordinate clause. Connectives 
in each. Modifiers, etc. 



172 ENGLISH ANALYSIS. 

335. Written Work for Next Lesson : — 

Mark the first ten se?itences in Lesson LVI, according 
to the MODEL given below. 

Note. — Observe that the subject and predicate in the principal state- 
ment of the subordinate clause, are both overscored and underscored. 
This is to show that while the clause in which they occur is subordinate 
to the entire sentence, it is principal to the subordinate clause contained 
within itself. 

MODEL: — 

I know, (you are (the) man (whom) he means.) 
Object. Adjective. 



COMPLEX CLAUSES. 173 



LESSON LVI. 



COMPLEX SUBORDINATE CLAUSES. 

336. A subordinate clause may contain within itself 
another subordinate clause ; it is then a complex ele- 
ment of the third class. This subordination may 
extend indefinitely through a number of clauses, each 
one being in succession subordinate to the preceding. 
All are to be taken together as one complex element of 
the third class. 

337. Analyze the following sentences according to 
the MODEL, paying particular attention to the com- 
plex elements of the third class. 

MODEL. — I am the man who called you, as you 
tvere passing. 

This is a 

declarative, 

complex sentence, in which the subor- 

ordinate clause is who-passing. 
In the principal clause 

I is the subject, and 

am-man is the predicate; am is the copula 

and man is the attribute. 



174 ENGLISH ANALYSIS. 

Man is modified by the, a simple, adjective element 
of the first class, also by who -passing, a com- 
plex, adjective element of the third class, in 
which 

who is the subject and connective, and 
called is the predicate ; 
called is modified by you, a simple, objective ele- 
ment of the first class, also by as -passing, 
a simple, adverbial element of the third class, 
of which 
you is the subject, 
•were passing is the predicate ; 
were is the auxiliary, passing is the attri- 
bute, and as is the connective. 

338. (1.) I am incessantly told, that we -who advo- 
cate the introduction of science into schools, 

make no allowance for the average girl and boy. 

(2.) Who can wonder that, when George took such 
an office on himself, punishment and humiliation should 
fall upon people and chief. 

(3.) And you scarce would start, 

If, from a beach's heart, 
A blue-eyed Dryad, stepping forth should say, 
" Behold me, I am May." 
(4.) And often did beguile her of her tears, 

When I did speak of some distressful stroke 
That my youth suffered. 
(5.) For in that sleep of death, what dreams may 
come, 
When we have shuffled off this mortal coil, 
• Must give us pause. 



COMPLEX CLAUSES. 175 

(6.) It is gone, that sensibility of principal, which 
felt a stain like a wound, and inspired a courage, while 
it mitigated ferocity. 

(7. ) It is the ancient feeling of the human heart, that 
knowledge is better than riches. 

(8.) I believe the fact to be, that wit is very seldom 
the only eminent quality which resides in the minds of 
men. 

(9.) How different might have been the result, if the 
bark of Columbus had taken a more northerly direc- 
tion, as he at one time meditated. 

(10.) There is scarcely a form of beauty, that has 
ever met my eye, and which is not to be found in this 
gallery. 

(11.) But I can say, 

I felt as shame-faced all that day, 
As if folks heard her name right well. 
(12.) I hope, if you have, you will soon be forgiven, 

And shine again in your place. 
(13.) I told you just now, that I was going up-town 
to-morrow, because I always made it a rule to inter- 
pose, when affairs of state were on the carpet. 

(14.) It has often perplexed me to imagine, how an 
Englishman will be able to reconcile himself to any fu- 
ture existence, from which the earthly institution of 
dinner shall be excluded. 

(15.) And she glides 

Into his darker musings with a mild 
And gentler sympathy that steals away 
Their sharpness, ere he is aware. 



176 ENGLISH ANALYSIS. 

339. Gen eral Questions on Lesson LVL — What 
kind of sentence is it, as a whole, in reference to its 
form? Its construction? What is the subordinate clause ? 
Is it simple or complex ? What is its relation to the prin- 
cipal clause? What is the subordinate clause contained 
within it? What is its relation to its principal clause? 
Subjects and predicates. Connectives. Modifiers, etc. 

340. Written Work for Next Lesson : — 

Mark the first ten sentences in Lesson LYII according 
ing to MODELS previously given. 



COMPLEX SENTENCES, 177 



LESSON LVIL 



COMPLEX SEtfTEtfCES. 

341. Analyze the following sentences according to 
the MODELS previously given : — 

(1.) Have you not love enough to bear with me, 
when that rash humor which my mother gave me makes 
me forgetful. 

(2.) Now when they were gone over the stile, they 
began to contrive with themselves, what they should do 
at that stile. 

(3.) Over this stile is the way to Doubting Castle 
which is kept by the Giant Despair, who despiseth the 
King of the Celestial Country. 

(4.) Many, therefore, that followed after read, what 
was written and escaped the danger. 

(5.) But this I will avow, that I have scorned and 
still do scorn to hide my sense of wrong. 

(6.) So scornfully confident was Cataline, that he 
offered to place himself under surveillance at the house 
of any senator whom Cicero might name. 

(7.) Curius who was present immediately furnished 
Cicero with an account of what had transpired. 
12 



178 ENGLISH ANALYSIS. 

(8.) He then invited the Senate to say, what was to 
be done to those apostates whose treason was now 
demonstrated. 

(9.) The Senate, he observed, must have heard with 
pleasure, that Caesar condemned the conspiracy. 
(10.) But I remember, when the fight was done, 
When I was dry with rage and extreme toil, 
Breathless and faint leaning upon my sword, 
Came there a certain Lord, neat, trimly dressed, 
Fresh, as a bridegroom. 

342. General Questions on Lesson LVII. — Simi- 
lar to those in previous Lessons. 

343. Written Work for Next Lesson : — 
Mark the Jirst five sentences in Lesson LVIII, accord- 
ing to the MODELS previously given. 



COMPLEX SENTENCES. 179 



LESSON LVIII. 



COMPLEX SENTENCES. 

344. Analyze the following sentences according to 
the MODELS previously given : — 

(1.) When the Emperor signalled, that he had no 
further charge to make, Augustus said, " next time, 
when you give ear to information against honest men, 
take care, that your informants are honest men them- 
selves." 

(2.) It was many and many a year ago, 
In a kingdom by the sea, 
That a maiden lived, whom you may know, 
By the name of Annabel Lee. 

(2.) " George, be a king," were the words which his 
mother was forever croaking in the ears of her son. 

(3.) It may be remarked, that Mr. Penn did not 
marry Miss Fotheringay, and that Capt. Costigan and 
Major Pendennis came near having a duel on the sub- 
ject. 

(5.) In his life and character, you have a most 
striking example of what energy and indomitable per- 
severence can do, even when they are opposed by the 
most adverse circumstances. 



180 ENGLISH ANALYSIS. 

(6.) The fact that many, whether it is correct or 
erroneous, regard the legal claim right only in form, 
and wrong in substance, enhances the value of the 
spectacle, as an exhibition of our respect for law, and 
fully refutes the charge of lawlessness. 

(7.) It was that exhibition which gave me my first 
thrill as a patriot, and which changed me from the too 
common condition of one who laughingly accepts any 
reflections upon our institutions into a seeker after the 
truth of these charges. 

(8.) If, as we are wont to claim, we are really in 
earnest, when we deprecate the state of our spiritual 
life, we shall accomplish more by rational effort, than 
by Jeremiads. 

(9.) I deny not, that it is of the greatest concern- 
ment in the church and commonwealth to have a vigi- 
lant eye on, how books demean themselves as weli as 
men. 

(10.) I have often thought on a saying quoted from 
Pitt, to the effect, that he learned, what he knew oi his- 
tory from Shakespeare. 

345. General Questions on Lesson LVIII. — 

Similar to those in previous lessons. 

346. Written Work for Next Lesson: — 

Mark the first five sentences in Lesson LIX accord- 
ing to the MODELS previously given. 



COMPLEX SENTENCES. 181 



LESSON LIX. 



COMPLEX SENTENCES. 

347. Analyze the following sentences according to 
the MODELS previously given. 

(1.) Yet, said he, poor piper as I am, 
In Tartary, I freed the Cham 
Last June, from his huge swarm of gnats. 
(2.) He stood and called 

His legions, angel forms, who lay entranced 
Thick as autumnal leaves that strew the brooks 
In Yalambrosa, where the Etrurian shades, 
High overarched imbower. 
(3.) The discovery of Shakespeare's methods leads 
me to realize the statement of Aristotle, that poetry is 
more philosophical and more important, than history. 

(4.) I say private, because, if an article be libellous 
and seditious, the law is open, and any one may pro- 
ceed against the author and compel him either to give 
up the publisher or bear the penalty. 

(5.) By that heaven that bends above us, by that 
God we both adore, 
Tell this soul with sorrow laden, if within the 

distant Aidenn, 
It shall clasp a sainted maiden whom the angels 
call Lenore ! 



182 ENGLISH ANALYSIS. 

(6.) In his serving liim and promoting his welfare, 
there are fields of bloodless triumph nobler far, than any, 
in which the bravest knights have conquered. 

( 7. ) I know, that we shall starve, if not soon relieved. 

(8.) There is another view of reading, which/though 
it is obvious enough, is seldom taken, I imagine, or at 
least acted upon. 

(9.) And, if we did so, it is probable our chat would 
be thin and eager, as if delivered from a camp stool in 
a parrot house. 

(10.) I hope you will consider, that the arguments 
I have now stated, even if there were no better ones, 
constitute a sufficient apology for urging the introduc- 
tion of science into schools. 

348. General Questions on Lesson LIX.— 

Similar to those in previous Lessons. 

349. Written Work for Next Lesson : — 

Mark the first five sentences in Lesson LX, accord- 
ing to the MODELS previously given. 



COMPOUND SENTENCES. 183 



LESSON LX. 



COMPOUND SENTENCES. 

350. Twc or more simple sentences united by coordi- 
nate conjunctions form a compound sentence. Two 
or more complex sentences thus united form a complex- 
compound sentence. A mixed sentence is one 

whose members coordinately combined consist in part of 
simple and in part of complex statements. 

351. These independent parts or clauses of a compound, 
complex-compound, or mixed sentence are called its mem- 
bers, and are analyzed separately and in order, accord- 
ing to the models previously given. 

352. Analyze the following sentences according to 
the MODEL, paying particular attention to the coor- 
dinate conjunctions connecting independent 
members of the sentence. 

MODEL. — Tliy grandsire loved thee well, 

And many a time he danced thee on his 
knee. 



184 ENGLISH ANALYSIS. 

This is a — 

declarative, 

compound sentence, consisting of two 
members, the first of which is Thy-well, the 
second many-knee, connected by the coordi- 
nate conjunction and. The first member is a 

declarative, 

simple statement, etc. {Follow Models 
previously given), 

353. (1.) Here are your sons again, and I must lose 
two of the sweetest companions in the world. 
(2.) Return, and I will deal with thee. 
(3.) The fathers were ordered to decamp, and the 
house was once again converted into a tavern. 

(4.) Trust not yourself, but your defects to know 

Make use of every friend, and every foe. 
(5.) But the lawyers smiled that afternoon, 

When he hummed in court an old love tune ; 
And the young girl mused beside the well, 
Till the rain on the unraked clover fell. 
(6.) The skipper he stood beside the helm, 
His pipe was in his mouth, 
And he watched, how the veering flaw did blow 
The smoke, now west, now south. 
(7.) All the world's a stage, and all the men and 
women players. 

(8.) Oh! It is excellent 

To have a giant's strength ; but it is tyrannous 
To use it like a giant. 
(9.) " I can't," never did anything ; U I will try," 
has done wonders. 



COMPOUND SENTENCES. 185 

(10.) Moderate lamentation is the right of the dead, 
excessive grief the enemy to the living. 

(11.) Thomas and George have gone to their father's 
farm, but they will return soon. 

(12.) Few and short were the prayers we said, 
And we spoke not a word of sorrow ; 
But we steadfastly gazed on the face of the 

dead, 
As we bitterly thought on the morrow. 
(13.) We do pray for mercy, and that same prayer 
doth teach us all to render the deeds of mercy. 

(14.) The steer and the lion at one crib shall meet, 
And harmless serpents lick the pilgrim's feet. 
(15.) Mine honor is my life, both grown in one ; 
Take honor from me, and my life is done. 

354. General Questions on Lesson LX. — What 
kind of sentence is it, as a whole, with reference to its 
form? Its construction? How many members has it? 
Name them. By what are they connected? 

?fote. — Take each member separately, and ask questions similar to 
those given in the previous lessons. 



SENTENCES FOR PRACTICE. 



1. There is no secret in the heart which our actions do 
not disclose. — Anonymous. 

2. The eagle of one house is the fool of another. 

— Oresset. 

3. Ask the man of adversity, how other men act to- 
ward him. — Gfreville. 

4. In a man or woman, but far most in man, 
And most of all in man that ministers, 
And serves the altar, in my soul I loathe 

All affectation. — Cowper. 

5. Affectation is a greater enemy to the face, than 
small-pox. — St. Evremond. 

6. The poor wren, the most diminutive of birds will 

fight, 
Her young ones in the nest, against the owl. 

— Shakespeare. 

7. Oh ! sir, you are old. — Shakespeare. 

8. A grandam's name is little less in love 
Than is the doting title of a mother. 

— Shakespeare. 
(186) 



SENTENCES FOR PRACTICE. 187 

9. There cannot live a more unhappy creature than an 
ill-natured old man who is neither capable of receiving 
pleasures, nor sensible of doing them to others. 

— Sir W. Temple. 

10. It is a shame for a man to rest in ignorance of the 
structure of his own body. — Melancthon. 

11. By the Gods, 

You shall digest the venom of your spleen, 
Though it do split you. — Shakespeare. 

12. Let blockheads read, what blockheads wrote. 

— Chesterfield. 

13. It is the height of art to conceal art. 

— From the Latin. 

14. Choose the company of your superiors, whenever 
you can have it, that is the right and true pride. 

— Chesterfield. 

15. Therefore 'tis meet, 

That noble men keep ever with their likes, 
For who so firm, that cannot be seduced ? 

— Shakespeare. 

16. The contemplation of celestial things will make a 
man both speak and think more sublimely and magnifi- 
cently, when he descends to human affairs. — Cicero. 

17. O Place! OForm! 

How often dost thou with thy ease, thy habit 
Wrench awe from fools, and tie the wiser souls 
To thy false seeming? — Shakespeare. 



188 ENGLISH ANALYSTS. 

18. It may be remarked for the comfort of honest pov- 
erty, that avarice reigns most in those who have but few 
good qualities to recommend them. — Hughes. 

19. If you let slip time, like a neglected rose, 

It withers on the stalk with languished head. 

— Milton. 

20. So it the fairer body doth procure, 
To habit in. 

For of the soul, the body form doth take 
For soul is form, and doth the body make. 

— Spencer. 

21. From every blush that kindles in thy cheeks, 
Ten thousand little loves and graces spring 

To revel in the roses. — Bowe. 

22. She looks as clear as morning roses newly washed 
with dew. — Shakespeare. 

23. A native grace, 

Sat fair proportioned on her polished limbs, 
Veiled in a simple robe, their best attire, 
Beyond the pomp of dress. — Thompson. 

24. It was a very proper answer to him who asked, 
why any man should be delighted with beauty? 

— Clarendon. 

25. There is death in the pot. — 2 Kings, ix : 40. 

26. What's one man's poison, Signor, 

Is another's meat or drink. — B. & Fletcher. 



SENTENCES FOR PRACTICE. 189 

27. Too poor for a bribe, and too proud to importune, 
He hath not the method of making a fortune. 

— Gray. 

18. The feather whence the pen 

Was shaped, that traced the lines of these good 

men, 
Dropped from an angel's wing. — Wordsworth. 

29. Obedience, 

Bane of all genius, virtue, freedom, truth, 
Makes slaves of men, and of the human frame — 
A mechanized automaton. — Shelly. 

30. Of whom to be praised were no small praise. 

— Milton. 

31. A prophet is not without honor save in his own 
country, and in his own house — Matthew, xiii : 57. 

32. I have no other but a woman's reason, 
I think him so, because I think him so. 

— Shakespeare. 

33. It was a childish ignorance, 

But now 'tis little joy, 
To know I'm farther off from Heaven, 
Than when I was a boy. — Hood. 

33. A thousand hearts beat happily ; and when 
Music arose with its voluptuous swell, 
Soft eyes looked love to eyes which spoke again, 
And all went merry as a marriage bell. 

— Byron. 



190 ENGLISH ANALYSIS. 

35. The river, Rhine, it is well known, 
Doth wash your city of Cologne ; 

But tell me, Nymphs ! What power divine 
Shall henceforth wash the river Rhine ? 

— Coleridge. 

36. He knew * 

Himself to sing, and build the lofty rhyme. 

— Milton. 

37. Whatever is, is right. — Pope. 

38. He that is robbed, not wanting what is stolen, 
Let him not know't, and he's not robbed at all. 

— Shakespeare. 

39. By robbing Peter he paid Paul, and hoped to catch 
larks, if ever the heavens should fall. — Rabelais. 

40. This saying, "Before one could say Jack Robin- 
son," is said by Grose to have originated from a very 
volatile old gentleman of that appellation, who would call 
on his neighbors, and be gone before his name could be 
announced. — Anon. 

41. Some asked me, where the rubies grew 

And nothing I did say, 
But with my finger pointed to 

The lips of Julia. — Herrick. 

42. High on a throne of royal state, which far 
Outshone the wealth of Ormus and of Ind, 
Or where the gorgeous East with richest hand 
Showers on her kings barbaric pearls and gold, 
Satan exalted sat, by merit rais'd 

To that bad eminence. —Milton. 



SENTENCES FOR PRACTICE. 191 

43. The schoolmaster is abroad, and I trust to him 
armed with his primer, against the soldier in full military 
array. — Lord Brougham. 

44. He was not of an age, but for all time. 

— Ben. Johnson. 

45. I've often wished that I had clear, 
For life, six hundred pound a year, 
A handsome house to lodge a friend, 

A river at my garden's end. — Swift. 

46. Here Skugg 
Lies snug, 
As a bug 

In a rug. — B. Franklin. 

47. I am thy father's spirit, 

Doomed for a certain term to walk the night, 
And for the day confined to fast in fires, 
Till the foul crimes, done in my days of nature 
Are burnt and purged away. — Shakespeare, 

48. Who taught the heaven directed spire to rise? 

— Pope. 

49. Poor naked wretches, whereso'er you are, 
That bide the pelting of this pitiless storm, 
How shall your houseless heads and unfed sides, 
Your looped and window' d raggedness defend you. 

— Shakespeare. 

50. 'Tis good in every case, you know, 

To have two strings unto your bow. — Churchill. 



192 ENGLISH ANALYSIS. 

51. Critics are a kind of freebooters in the republic of 
letters, who, like deer, goats and divers other graminiver- 
ous animals, gain subsistence by gorging upon the buds 
and leaves of the young shrubs of the forest, thereby rob- 
bing them of their verdure, and retarding their progress 
to maturity. — W. Irving, 

52. Early, bright, transient, 
Chaste as morning dew, 
She sparkled, was exalted, 

And went to Heaven. — Young. 

53. In all my wanderings round this world of care, 
In all my griefs, 

I still had hopes my latest hours to crown, 
Amidst the humble bowers to lay me down, 
To husband out life's taper at the close, 
And keep the flame from wastfng by repose. 

— Goldsmith. 

54. The touch of kindred too and love he feels. 

— Thomson. 

55. It should seem, that indolence itself would incline 
a person to be honest, as it requires infinitely greater 
pains and contrivance to be a knave. — Shenstone. 

56. Let honesty be as the breath of thy soul, and never 
forget to have a penny, when all thy expenses are enu- 
merated and paid. — Franklin. 

57. Thus through what path so'er of life we rove, 
Rage companies our hate, and grief our love. 

— Prior, 



SENTENCES FOR PRACTICE. 193 

58. The ample proposition that hope makes 
In all designs begun on earth below, 

Fails in the promised largeness. — Shakespeare. 

59. Man never is, but always to be blest. — Pope. 

60. Even through the hollow eyes of death, 
I spy life peering, but I dare not say 
How near the tidings of our comfort is. 

— Shakespeare. 

61. Search others for virtues and thyself for thy vices. 

— Fuller. 

62. Humility is a virtue all preach, none practice, and 
yet everybody is content to bear. — Shelden. 

63. Famished people must be slowly nursed, 
And fed by spoonfuls, else they always burst. 

— Byron. 

64. And oft though wisdom wakes, suspicion sleeps . 
At wisdom's gates, and to simplicity 

Resigns her charge, while goodness thinks no ill 
Where no ill seems. — Milton. 

65. Things, done well, 

And with a care, exempt themselves from fear ; 
Things, done without example, in their issue 
Are to be feared. — Shakespeare. 

66. The man who only relates what he has heard or 
read, or talks of sensible men or sensible books in general 
terms, or of celebrated passages in celebrated authors, 

13 



194 ENGLISH ANALYSIS. 

may talk about sense; but he alone, who speaks the senti- 
ments that arise from the force of his own mind employed 
upon the subjects before him, can talk sense. 

— Greville. 

67. The hate which we all bear with the most Christian 
patience, is the hate of those who envy us. — Cotton. 

68. One thing which makes us find so few people who 
appear reasonable and agreeable in conversation is, that 
there is scarcely any one who does not think more of what 
he is about to say than of answering precisely what is said 
to him. The cleverest and most complaisant people con- 
tent themselves with merely showing an attentive counte- 
nance, while we can see in their eyes and mind a wander- 
ing from what is said to them, and an impatience to return 
to what they wish to say ; instead of reflecting that it is a 
bad method of pleasing or persuading others, to be so 
studious of pleasing oneself ; and that listening well and 
answering well is one of the greatest perfections that can 
be attained in conversation. — La MocJiefoucauld. 

69. The more any one speaks of himself, the less he 
likes to hear another talked of. — Lavater. 

70. The hand that unnerved Belshazzar derived its 
most horrifying influence from the want of a body ; and 
death itself is not formidable in what we do know of it, 
but in what we do not. — Colton. 

71. A physician is not angry at the intemperance of a 
mad patient, nor does he take it ill to be railed at by a 
man in a fever. Just so should a wise man treat ail man- 
kind, as a physician does his patient, and look upon them 
only as sick and extravagant. — Seneca. 



SENTENCES FOR PRACTICE. 195 

72. An egotist will always speak of himself, either in 
praise or in censure : but a modest man ever shuns mak- 
ing himself the subject of his conversation. 

— La Bray ere. 

73. The drying up a single tear has more 

Of honest fame, than shedding seas of gore. 

— Byron. 

74. A man's character is like his shadow, which some- 
times follows and sometimes precedes him, and which is 
occasionally longer, occasionally shorter than he is. 

Anon. 

75. "Whoni the Gods love die young," was said of 

yore, 
And many deaths do they escape by this. 

— Byron, 

76. To follow foolish precedents, and wink 
With both our eyes, is easier than to think. 

— Cowper. 

77. If envy, like anger, did not burn itself in its own 
fire, and consume and destroy those persons it possesses, 
before it can destroy those it wishes worst to, it would 
set the whole world on fire, and leave the most excellent 
persons the most miserable. — Clarendon. 

78. It is much easier to ruin a man of principle, than a 
man of none, for he may be ruined through his scruples. 
Knavery is supple, and can bend, but honesty is firm and 
upright, and yields not. — Golton. 

79. True hope is based on energy of character. A 
strong mind always hopes, and has always cause to hope, 



196 ENGLISH ANALYSIS. 

because it knows the mutability of human affairs, and how 
slight a circumstance may change the whole course of hu- 
man events. Such a spirit, too, rests upon itself ; it is 
not confined to partial views, or to one particular object. 
And if at last all should be lost, it has saved itself — its 
own integrity and worth. Hope awakens courage, while 
despondency is the last of all evils ; it is the abandonment 
of good, — the giving up of the battle of life with dead 
nothingness. He who can implant courage in the human 
soul is the best physician. — Von Knebel. 

80. Neither a borrower nor a lender be ; 

For loan oft loses both itself and friend ; 
And borrowing dulls the edge of husbandry. 

— Shakespeare. 

85. In companions 

That do converse and waste the time together, 
Whose souls do bear an equal yoke of love, 
There must needs be a like proportion 
Of lineaments, of manners, and of spirit. 

— Shakespeare. 

86. Most men have more courage, than even they them- 
selves think they have. — Greville. 

87 A man who is furnished with arguments from the 
mint, will convince his antagonist much sooner, than one 
who draws them from reason and philosophy. Gold is a 
wonderful clearer of the understanding; it dissipates 
every doubt and scruple in an instant ; accommodates 
itself to the meanest capacities ; silences the loud and 
clamorous, and brings over the most obstinate and inflex- 
ible. — Addison. 



SENTENCES FOR PRACTICE. 197 

88. The passion of fear (as a modern philosopher in- 
forms me), determines the spirits to the muscles of the 
knees, which are instantly ready to perform their motion, 
by taking up the legs with incomparable celerity, in order 
to remove the body out of harm's way. — Shaftesbury. 

89. Silence is the perfectest herald of joy: I were but 
little happy, if I could say how much. — Sliakespeare. 

90. The turnpike road to people's hearts, I find, 

Lies through their mouths, or I mistake mankind. 

— Peter Pindar. 

91. Soft hour! which wakes the wish and melts the 

heart, 
Of those who sail the seas on the first day 
When they from their sweet friends are torn apart ; 

Or fills with love the pilgrim on his way 
As the far bell of vesper makes him start, 

Seeming to weep the dying day's decay ; 
Is this a fancy which our reason scorns? 

Ah ! surely nothing dies but something mourns ! 

— Byron. 

92. There is nothing more universally commended, than 
a fine day ; the reason is, that people can commend it 
without envy. — Shenstone. 

93. Employment, which Galen calls "nature's physi- 
cian," is so essential to human happiness, that Indolence 
is justly considered the mother of Misery. — Burton. 

94. I, under fair pretence of friendly ends, 
And well-plac'd words of friendly court' sy, 



198 ENGLISH ANALYSIS. 

Baited with reason not implausible, 
Wind me into the easy-hearted man, 
And hug him into snares. 

— Milton. 

95. A man should be careful never to tell tales of him- 
self to his own disadvantage ; people may be amused, and 
laugh at the time, but they will be remembered, and 
brought up against him upon some subsequent occasion. 

— Johnson. 

96. You may depend upon it that he is a good man 
whose intimate friends are all good. — Lavater. 

97. Reputation, reputation, reputation! O, I have 
lost my reputation ! I have lost the immortal part of 
myself. — Shakespeare. 

98. As ceremony is the invention of wise men to keep 
fools at a distance, so good breeding is an expedient to 
make fools and wise men equals. — Steele. 

99. Horace appears in good humor while he censures, 
and therefore his censure has the more weight, as sup- 
posed to proceed from judgment, not from passion. 

— Young. 

100. Few persons have sufficient wisdom to prefer cen- 
sure which is useful to them, to praise which deceives 
them. — La Rochefoucauld. 

101. I will no more trust him, when he leers, than I 
will a serpent, when he hisses. — Shakespeare. 



SENTENCES FOR PRACTICE. 199 

102. Tender not twice to any man the favors you may 
have it in your power to confer, and be not too loqua- 
cious, while }^ou w r ish to be esteemed for your kindness. 

— Cato. 

103. Make not thy friends too cheap to thee, nor thy- 
self to thy friend. — Fuller. 

104. The lightsome countenance of a friend giveth such 
an inward decking to the house where it lodgeth, as 
proudest palaces have cause to envy the gilding. 

— Philip Sydney. 

105. Celestial happiness ! Whene'er she stoops 
To visit earth, one shrine the goddess finds, 
And one alone, to make her sweet amends 
For absent heaven, — the bosom of a friend, 
Where heart meets heart, 

Each other's pillow to repose divine. 

— Young. 

106. He that can endure 

To follow with allegiance a fallen lord, 

Does conquer him that did his master conquer, 

And earns a place i' the story. — Shakespeare. 

107. If a man do not erect in this age his own tomb, ere 
he dies, he shall live no longer in monument, than the bell 
rings, and the widow weeps. — Shakespeare. 

108. All that glitters is not gold, 

Gilded tombs do worms infold. — Shakespeare. 

109. O Heaven! Were man 

But constant, he were perfect : that one error 
Fills him with faults. — Shakespeare. 



200 ENGLISH ANALYSIS. 

110. The evil, that men do lives after them; 
The good is oft interred with their bones. 

— Shakespeare. 

111. The excesses of our youth are draughts upon our 
old age, payable with interest, about thirty years after 
date. — Colton. 

112. Evils in the journey of life are like the hills which 
alarm travellers upon their road ; they both appear great 
at a distance, but when we approach them we find that 
they are far less insurmountable, than we had conceived e 

— Colton. 

113. For life is not to live, but to be well. 

— Martial 

114. The hedge-sparrow fed the cuckoo so long, 
That it had its head bit off by its young. 

— Shakespeare. 

115. One ungrateful man does an injury to all who 
stand in need of aid. — P. Syrius. 

116. Then burst his mighty heart : 
And, in his mantle muffling up his face, 
Even at the base of Pompey's statue, 

Which all the while ran blood, great Csesar fell. 

— Shakespeare. 

117. He doth nothing but talk of his horse; and he 
makes it a great appropriation to his own good parts, that 
he can shoe him himself. — Shakespeare. 

118. Few men are raised in our estimation by being too 
closely examined. — Anonymous. 



SENTENCES FOR PRACTICE. 201 

119. The animal with long ears, after having drunk, 
gives a kick to the bucket. — Anonymous. 

120. What is there in man so worthy of honor and rev- 
erence as this, — that he is capable of contemplating 
something higher than his own reason, more sublime than 
the whole universe : that spirit which alone is self-subsis- 
tent, from which all truth proceeds, without which is no 
truth. — Jacobi. 

121. Let eternal infamy pursue 

The wretch, to nought but his ambition true, 
Who, for the sake of filling with one blast 
The post- horns of all Europe, lays her waste. 

— Cowper. 

122. Brutus hath riv'd my heart ; 

A friend should bear his friends infirmities, 
But Brutus makes mine greater than they are. 

— Shakespeare. 

123. When a true genius appears in the world, you may 
know him by this sign, that the dunces are all in confed- 
eracy against him. — Swift. 

124. The proper means of increasing the love we bear 
our native country, is to reside some time in a foreign one. 

— SJienstone. 

125. Gaming finds a man a cully, and leaves him a 
kn ave . — Broiv n . 

126. He enter'd in his house — his home no more, 
For without hearts, there is no home ; — and felt 
The solitude of passing his own door 

Without a welcome. — Byron. 



202 ENGLISH ANALYSIS. 

127. New customs, 

Though they he never so ridiculous, 

Nay, let them be unmanly, yet are follow' d 

— Shakespeare. 

128. 'Tis not my talent to conceal my thoughts, 
Or carry smiles and sunshine in my face, 
When discontent sits heavy at my heart. 

— Addison. 

129. God made the country, and made the town 
What wonder, then, that health and virtue, gifts 
That can alone make sweet the bitter draught 
That life holds out to all, should most abound, 
And least be threatened in the fields and groves. 

— Camper. 

130. The age unquestionably produces (whether in 
a greater or less number than in former times, I know 
not), daring profligates and insidious hypocrites. What 
then ? Am I not to avail myself of whatever good is to 
be found in the world, because of the mixture of evil 
that will always be in it? The smallness of the quantity 
in currency only heightens the value. — Burke. 

131. The ample proposition that hope makes 
In all designs begun on earth below, 

Fails in the promised largeness. — Shakespeare. 

132. Look, as I blow this feather from my face, 
And as the air blows it to me again, 
Obeying with my wind when I do blow, 
And yielding to another when it blows, 
Commanded always by the greater gust ; 
Such is the lightness of you common men. 

Shakespeare. 



SENTENCES FOR PRACTICE. 203 

133. Were I to make trial of any person's qualifications 
for an union of so much delicacy, there is no part of his 
conduct I would sooner single out, than to observe hirn 
in his resentments. And this not upon the maxim fre- 
quently advanced, " that the best friends make the bitter- 
est of enemies ; " but on the contrary, because I am per- 
suaded that he who is capable of being a bitter enemy, 
can never possess the necessary virtues that constitute a 
true friend. — Melmath. 

134. The purest treasure mortal times afford, 
Is — spotless reputation ; that away, 
Men are but gilded loam, or painted clay. 

— Shakespeare. 

135. 'Tis a snow bail which derives assistance 
From every flake, and yet rolls on the same, 
Even till an iceberg it may chance to grow. 

— Byron. 

136. None bat an author knows an author's cares, 
Or Fanc3 T 's favor for the child she bears. 

— Byron 



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